AI English Translation, Pages 76-100
51488 Home Economics Curriculum for Girls
Secondary School Level
Introduction
Home economics is a general practical, social, and cultural study directly related to the home and family life, and it
aims to use knowledge to elevate the level of society.
Home economics is distinguished from pure sciences and arts by being influenced by people's needs, temporal changes,
and general conditions.
Home economics includes the following subjects: nutrition and cooking, sewing, child-rearing and family
relationships, and home management - and in developed countries, it takes a leading position in general sciences because of its great
relation to the life of the individual and society.
Women are always responsible for managing the home and raising children, no matter how methods of living and life evolve, so our duty
here is to prepare the girl to take this serious responsibility upon herself. A girl at this age (the age of intermediate
and secondary school) moves into a new stage of her development to become more ready to bear responsibility
and deeper in her love for the home and family life; she is naturally prepared for this work and all she needs is correct guidance
and sound instruction.
Objectives
1- Preparing the girl to become a good housewife and an educator of a generation aware of her responsibilities, mastering domestic tasks to be
a source of happiness and bliss for the family, able to achieve her goals when she finds happiness or by caring for the child and raising him
a sound physical, mental, and moral upbringing.
2- Developing the girl's sense of responsibility towards the family and society.
3- Teaching home economics as a practical study based on understanding reasons and studying results, and directing girls
in the correct scientific direction in matters dealing with home affairs, nutrition, and cooking.
4- Building skills in using household tools and performing regular daily tasks.
5- Accustoming girls to good behavior and economy in expenses, effort, and time to know, for example, how to benefit
from old things and utilize them in creating useful new things, and she can change some clothes
or add to them what makes them suitable for various occasions.
6- Giving the student the ability to set a home budget and how to distribute it among different expenditure categories, taking into account
economy therein and suitability for the requirements of the environment and the family's capabilities.
7- Accustoming students to order and how to divide time and prioritize the most important over the important.
8- Benefiting from raw materials and basic materials available in the environment and modifying others to suit
the surroundings.
9- Cultivating artistic taste in students in choosing household materials and tools and keeping up with what is new among them,
and forming the taste and skill necessary for the good selection of clothes in terms of colors, fabrics, and quality,
and in their tailoring and sewing.
10- Strengthening the student's inclination toward reading and scientific research to gain more female-related information and stay informed
on everything new in it.
11- Developing industrial awareness in the female sphere among students so they believe in it deeply.
12- Providing students with experiences and skills that enable them to contribute to advancing the environment and developing common
methods in female aspects. Such as refining cooking methods to align with the rules of sound nutrition
and so on.
13- Developing a spirit of cooperation and tolerance during work, good behavior, and harmony with others.
14- Directing students to invest free time in useful female hobbies and industries that help them achieve
self-sufficiency for the family or bring some financial profit to it.
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15- Developing traits and attitudes that help the student behave well and control emotions,
honesty, self-confidence and confidence in others, respect for others, a sense of cleanliness, and a love for order. And that she ⟦...⟧
the principles of religion that qualify her to be a successful hostess.
Special Guidelines
If the teacher sets the achievement of goals before her eyes, it is advisable to observe the recommendations and guidelines
following in the various branches of Home Economics.
A- In Child Rearing and Family Relations
1- The teacher should help the student acquire good qualities that make her a lovable personality.
2- Introducing the student to the rights and duties of individuals in the family and their relationships with each other.
3- The teacher should aim for simplicity in explanation and not exaggerate the seriousness of child-rearing so as not to alienate
girls from the subject and make them fear undertaking the duty of motherhood.
4- The teacher should use sufficient illustrative aids that help the students understand and consolidate
the subject in their minds.
5- Work on applying the material scientifically as much as possible.
6- Allocate sufficient time to visit some institutions concerned with children, such as kindergartens and
nurseries and the like.
7- The teacher should assign students to prepare periodic reports, provided that these reports are discussed collectively
by the class.
8- The teacher must be in constant contact with the science teacher to link similar topics.
B- In Cooking and Nutrition
1- The teacher should be flexible in implementing the curriculum to ensure appropriate freedom for the girls to satisfy
their desire in choosing ingredients and varieties, which leads to bringing forward or delaying curriculum units and replacing them
in a way that makes them harmonize with the general plan of the curriculum.
2- The curriculum should be studied in a practical and theoretical way, and the theoretical side should be paired with the practical.
3- The teacher should not neglect to mention the nutritional values and determine the necessary amounts for one person,
taking price into account, and address the damages resulting from not observing that from both health
and economic perspectives.
4- The teacher must be practical in her teaching; food is something that is difficult to apply in the students' homes,
and she should instill in them through practice the habit of performing tasks in the correct ways.
5- The teacher should focus on introducing students to the costs of food varieties and how to replace some foods
with others that provide similar nutritional elements while being easy to obtain and inexpensive to form
integrated meals.
6- The teacher cares about developing the purchasing skill among students by visiting various purchasing locations.
7- The teacher should estimate the time required to perform the required work and leave room at the end
of the lesson to organize the kitchen and summarize the lesson.
8- The teacher should perform demonstrations in front of the students and ensure the model demonstrates mastery of work, speed
of steps, and good results, while leaving enough time for students to do the work themselves under
supervision and guidance.
9- The teacher should correct the students on the correct ways of serving and eating food. And she should participate
with the students in eating food to be a good role model for them. And provide the necessary guidance at the
time.
10- The teacher should urge students to return everything to its place and check the tools at the end of
every session. This can be achieved by recording the contents of cabinets and shelves on a paper fixed inside the cabinet
or above the shelf, and she should verify this herself.
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11- The teacher must take into account the students' environment, using tools that are easily
available, and there is no objection to using some modern tools for exposure and knowledge. In small villages,
the teacher must adapt to the environment and focus on topics that suit the rural environment.
12- The teacher should train students on using household scales and measures and practice using them
during work.
13- The teacher must wear special kitchen attire during work and require the students to do the same.
C - In home management and organization:
1- Curriculum materials are taught practically as much as possible; students apply the topic of hygiene by cleaning
the school rooms and its kitchen, arranging furniture in the classroom, and decorating it with pictures and curtains. Also, to obtain
some tools that may not be available in the school for application purposes, such as silverware and the like.
2- The teacher should pursue practical methods in her teaching, so she does not teach what is impossible to apply at home.
3- The teacher should alert students to the correct methods of using materials and tools and explain
the dangers resulting from misuse of sharp and harmful tools, and poisonous, flammable,
or highly inflammable materials.
4- It is preferable for the teacher to encourage students to undertake group projects, such as establishing a school garden,
decorating the assembly hall, or rearranging and decorating the school's male and female teachers' room.
5- The teacher should work on developing artistic taste in students by frequently displaying beautiful
models and visiting art exhibitions and commercial shops characterized by beautiful taste and exquisite coordination.
6- It is preferable to assign students to prepare monthly reports, especially sixth-grade students, on a specific topic
under the teacher's supervision, which the student presents to the class orally and to the teacher in writing.
7- The teacher should not suffice with the prescribed books but should work on constantly increasing her knowledge by reading all
that is new and following the development of the subject.
D - In teaching sewing:
1- To accustom students to good habits in sewing lessons, such as using a thimble, paying attention
to lighting, and alerting them to correct posture during work.
2- The fabrics and tools used by students should be appropriate in terms of type, durability,
and color for the girls' age, environment, and financial status.
3- The teacher should keep pace with the development of art and fashion in a way that harmonizes with the environment and traditions, and emphasize
simplicity and avoid ostentation and complexity.
4- The teacher should strive for economy in the use of materials and demonstrate to students the benefits of using
patterns in tailoring from both economic and technical perspectives.
5- The models and patterns that the students make should be life-sized to make them easier to apply
and to identify any technical defects in them quickly.
6- To accustom students to using technical terms in sewing lessons and memorizing the names
of the materials used so that they can later benefit from art magazines and catalogs that
discuss the subject.
7- The teacher should utilize art magazines and models to interest the students and develop artistic taste
in them. She should also work on creating a special library for the subject in the classroom.
8- The teacher should follow the demonstration method in teaching sewing lessons and related topics, by
explaining every step during the work, acting and speaking simultaneously.
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Guidelines on the methods of teaching the subject theoretically and practically
Good teaching is that which uses various methods and techniques. As for skill in adopting a specific method or combining
several methods, it comes as a result of experience and knowing how education takes place in various conditions, circumstances, and different subjects
intended to be taught. It is not permissible to say that this is a good method and that one is poor; rather, the danger lies mostly in the frequent use
of a single method or its misuse, and this is what must be avoided at every stage of education.
The following are some of the methods used in teaching Home Sciences or Home Economics:
Theoretical Lessons
A- Explanation and Description - Explanation is intended to clarify what is obscure for students to understand. Description is a means of
verbal illustration in the event that sensory means are unavailable, or description may increase the clarity of the means in the event of
its presence. The quality of explanation and description depends on the following matters:
1- The correctness and ease of the terms and expressions used by the teacher.
2- Highlighting the main points and moving gradually from one point to another. It is better for the teacher to stay away
from the lecture style, or mere oral presentation without discussion or involving the students.
B- Discussion - It can be done in one of two ways:
1- The Deductive Method - In which the mind moves from the general to the specific (giving a consistent general fact and then
measuring against it. For example, we say (acidic liquids are used to remove strong stains) and therefore
we remove the trace of ink using lemon acid.
2- The Inductive Method - In which examples or models are presented, examined, and compared, then the rule is derived,
meaning the transition from parts to total propositions. From the specific to the general.
Practical Lessons
A- Illustrative Observations or Practical Demonstration:
It is a method that combines explanation and work at the same time. In it, operations are carried out in front of the students by
the teacher while the students observe her and follow her explanation and ideas. There is no objection to involving the students in
performing some tasks. There are two basic factors for the success of this method: good planning
and mastered material.
Some matters that help in the success of the practical demonstration:
Before the presentation
1- The teacher should define the goal of the illustrative observation.
2- To prepare a detailed plan before carrying out the presentation, specifying the steps of the work.
3- To prepare the necessary tools and materials before the lesson and arrange them according to the priority of their use.
4- To perform the experiment before the presentation.
5- To prepare the place in a way that enables all students to watch the presentation.
6- To prepare the specific illustrative aids that would increase clarity.
7- To perform, before starting the illustrative observation, some tasks that require time to prepare, such as
heating water.
8- To record the steps of the work on the chalkboard in clear handwriting.
Presentation
1- To clarify each step during the work; the successful teacher gives and speaks at the same time.
2- To involve the students in trying some steps during the work.
3- Not to rely only on modern and illustrative tools, but to use the tools that the students
will use later and which are available in the environment.
4- To observe the timing, so as not to rush starting so that the presentation ends with the end of the period without follow-up, nor to rush
without explanation and inquiry from the students to avoid losing the desired benefit.
5- To summarize the important points of the lesson at the end of the presentation.
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B - Individual Work
This method relies on a work period in which all students participate individually, and it passes through three stages.
1- Design and guidance, carried out by the teacher
2- Work period, carried out by the students
3- Summary and evaluation period, in which the teacher participates with the students, and in many cases, students can
participate with the teacher in the design, provided that she provides guidance and direction. This method
clearly shows how tasks are performed and provides the opportunity to try new methods or develop previous skills.
It can be followed in many practical lessons such as: general and specific cleaning, laundry,
ironing, stain removal... etc.
C - Group Work
The goal is for the student to get used to working with a group and cooperating within the scope of the family and limited possibilities.
The steps for group work are as follows:
1- If the number of students in the class exceeds twenty-five, the class is divided into two parts; one part studies practical kitchen,
for example, and the other part studies sewing.
2- At the beginning of the school year, students are divided into teams or groups, each of which is called a family.
The number of members in one family should not exceed six students, in order to perform various activities of the practical kitchen
lessons. The number of general families depends on the kitchen's facilities.
3- Each of these students is given a number within the family, for example 1, 2, 3, and so on from the beginning of the year. The
tasks are distributed among the holders of these numbers. For example, this week, the holders of number (1) prepare the main
dish in the kitchen. The students holding number (2) wash the dishes during the work and set
the table, and the students number (3) assist the students number (1) with peeling, for example, then washing the dishes after
finishing the meal. The students number (4) spread the tablecloth and serve at the table. The
students number (5) do the shopping, prepare material lists and accounts, and clean the kitchen after finishing the work.
The students number (6) prepare the second dish of food, dry the dishes, and return them to their places.
The students rotate these tasks every week so that student number (1) becomes number (2), student (2) becomes
(3), and the sixth becomes number (1), and so on.
4- When distributing tasks, consideration should be given to keeping the student busy throughout the lesson period.
Note - Tools in the kitchen are distributed to units or groups. They are kept in their designated places with a list of tools
posted in the cupboard or drawer where the tools are placed. At the end of each lesson, students check
these tools, and then the teacher inspects after them to ensure they are in their places.
Co-curricular Activity
Those who value true education and are familiar with correct teaching methods know that there is no dividing line between
what we call the prescribed curriculum and extracurricular activity. Rather, they complement each other, and in this completion is a dual
benefit: on one hand, it leads to reinforcing curriculum materials in the students' minds, and it increases cooperation
between the teacher and students on the other hand.
The subject of home economics is full of many diverse types of activities that increase the breadth of the students'
horizons and help achieve the desired goal, which is to reach a better family life in our society.
The accompanying activities that students can perform are as follows:
1- Plays - Students act out some scenes, such as the etiquette of using the phone, walking
on the road, receiving guests and introductions, or serving food on the table. The scene may be silent
and includes:
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A- A white sheet is hung in a corner of the classroom and a lamp is placed behind it; students act from behind
the sheet as well, so their shadows appear to the spectators on the sheet in an attractive way. Through this process,
students can demonstrate correct and incorrect sitting positions, walking methods, and so on.
B- Students present two contrasting silent scenes: correct and incorrect. When the curtain is pulled back,
the students take charge of explaining right and wrong. In this way, students can show the correct
and incorrect way of hanging pictures, good and bad behavior at parties, color coordination versus
non-coordination, and many others.
2- Parties - Holding a tea party or lunch where students invite the school principal and their teachers or students
from other classes. In it, students train on writing invitations, receiving replies, presenting invitations, arranging
the table, serving, and table manners. The party may be in honor of the ideal student in the class—the student
who is distinguished by good character, good behavior, cleanliness, and constant order, then diligence in lessons, in order
to encourage students and compete to obtain this honor.
3- Exhibitions - Either by holding exhibitions or by students performing the display process themselves, such as preparing a flower
exhibition where different methods of arranging flowers in various pots and vases are displayed, or a display of table
covers. Or students can perform a fashion show and the like.
4- Various school surveys. Students conduct a survey in the school to see the number of students
who eat breakfast in the morning and those who do not, then follow that with a campaign calling for the encouragement of eating
breakfast... etc.
5- Inviting specialized people to speak on a specific topic, such as inviting a physical education teacher to speak about correct posture
in various situations and movements, or inviting a doctor to speak about health and the impact of cleanliness on health and so on,
such as inviting an employee of a company who shows the correct way to use the machine produced by the company
or sold by it and how to maintain it, such as a sewing machine, gas stove, or other items.
6- Student committees - The class presents a study on a specific topic such as - suitable hairstyles for different
face shapes, while another committee prepares instructions for hair care using numerous sources
such as books, magazines, etc., or studies of different types of fabrics and how to clean, iron, and sew them
and similar matters.
7- Writing - Students write short articles for the school magazine or the wall bulletin about bad habits
related to nutrition and how to treat them, or the method of cleaning one of the metals used in the home,
or a comparison between natural and artificial nutrition, and others.
8- Visits - Conducting visits to furniture stores, childcare centers, nurseries, canning factories,
and the like.
9- Collecting samples and pictures to make posters.
Educational Aids
The school must utilize various educational aids to facilitate the arrival of information to the students' minds
and to make the subject more connected to life and more enjoyable. Among the most important of these aids are the following:
1- Practical application of the material and the use of miniature models in case materials are not available.
2- Contacting educational media centers to borrow films and slides.
3- Utilizing posters and pictures, such as the posters issued by the National Nutrition Institute on the subject of nutrition.
4- Using the blackboard and benefiting from hand drawings.
5- Using the flannel board (baize board or velvet board) to explain the lesson idea.
6- Visiting some institutions related to the subject, such as the National Nutrition Institute, the College for Girls (Home Economics
department), social centers, kindergartens, nurseries, and industrial factories such as the dairy factory, vegetable
oil factories, and the canning factory.
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7- Organizing exhibitions ⟦...⟧ tea parties and networking events
8- Visiting model homes
9- Reviewing books and magazines dealing with home economics topics
Evaluation or Assessment
Evaluation is not an end in itself, but rather a means aimed at reviewing goals and methods with the intention of judging
their improvement. The evaluation process should begin at the start of the study and continue throughout the study to identify any
difficulties that may be encountered and pave the way for progress. We must consider evaluation an integral part of the teaching method; each
practical application is followed by a group discussion aimed at evaluating the results reached by the students. It is the teacher's duty
to give students the opportunity to evaluate their work themselves, and in the end, conclude by generalizing the results reached by
the students, whether the work was applied, experimental, or demonstrative.
This is done by summarizing them on the board and then having the students record them in their notebooks.
The teacher should not be satisfied with evaluating the results of the students' work alone, but should also evaluate her own work to know
the suitability of the method she followed and the extent of the students' responsiveness to her. Also, the extent of her consideration for individual differences
among students and the extent of her understanding of her subject matter, its depth, and her ability to organize and present it in a way suited to the students'
level. The teacher can evaluate the students' work in several ways, including:
1- General questions at the beginning of the year (at the start of a new topic) to determine the students' level.
2- School tests to ensure students' understanding of the material.
3- The extent of students' participation in group work.
4- The extent to which they perform the jobs and duties assigned to them and their responsiveness inside and outside the classroom.
5- The extent of their diligence in work.
6- Discussing with students.
7- Using standardized models in evaluation. Below is a model for evaluating students' work, and the teacher can
design several models along these lines.
A model for evaluating work habits among students
After a period of time has passed in practical training, this form is given to each student to answer
truthfully and honestly, so that the teacher can determine the extent of their progress and whether they have observed the proper conditions,
hygienic conditions, and the formation of good habits. If the teacher notices any deficiency in any of these actions,
she tries to urge them to perform them permanently.
A - Hygiene | Yes | Needs improvement
⟦line⟧ | ⟦line⟧
1- Do I tie my hair before starting work?
2- Do I wear an apron during work?
3- Do I wash my hands before starting work?
4- Do I dry my hands with the designated hand towel?
B - Habits
1- Do I prepare everything I need for the work before starting?
2- Do I measure the required amount accurately?
3- Do I follow the work instructions precisely?
4- Do I use the most appropriate tools and utensils to perform the work?
5- Do I use the minimum number of necessary utensils for cooking?
6- Do I taste the food with a special spoon and not the stirring spoon?
7- Do I immediately clean up food that falls on the stove or the floor?
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8- Do I keep the workplace as clean as possible?
9- Do I arrange the utensils before washing them and soak what needs soaking?
10- Do I clean the tools thoroughly and without risks?
11- Do I return the tools to their proper places?
12- Do I ensure that all tools are complete?
13- Do I make sure to shut off the gas pipe, water, and electricity before leaving the kitchen?
14- Do I leave everything in it perfectly organized and clean?
Home Economics Curriculum Vocabulary for Girls
In the Secondary Stage
Fourth General Grade
1- Child Rearing and Family Relations
Chapter One - Introduction
Chapter Two - Life in the Womb Before Birth
Chapter Three - (The Neonate) or the newborn baby
Chapter Four - (The Infant) or the child between 1-12 months of age.
2- Cooking and Nutrition
1- General review of the main food elements with emphasis on albumins (proteins and starches)
and carbohydrates
2- Review of cooking methods
3- Meats and their cooking methods, including fish and poultry
4- Methods of serving food and table etiquette
5- Preparing a simple meal such as dinner
6- Making different types of sandwiches
3- Home Management
1- Designing and furnishing the bedroom for the housewife
2- Lighting selection and care.
3- Stain removal
4- Organizing closets and how to care for and store clothes
5- Organizing the home garden and flower arrangement
4- Sewing
1- Use and care of the sewing machine.
2- Use of ready-made patterns and how to reduce and enlarge them.
3- Sewing a simple skirt using a ready-made pattern
Fifth Secondary Grade
1- Child Rearing and Family Relations.
1- Chapter Five - Pre-school age, or the child between 1-5 years of age
Chapter Six - Primary school age - or the child between 6-12 years old
Chapter Seven - Adolescence
2- Cooking and Nutrition
1- Fats
2- Grains
3- Making some pastries (such as Kleicha, pie, biscuits, and some simple and complex cakes)
4- Selection and purchase of food materials
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3- Home Management
1- The kitchen, its tools, and caring for it.
2- Curtains: selecting them from suitable fabrics and making samples of them.
3- Carpets: types, how to choose them, and caring for them.
4- Pictures: selecting and hanging them.
5- Covers
4- Sewing
1- Choosing clothes in terms of colors, occasions, age, and body shape.
2- Fabrics ⟦19⟧ available in local markets.
3- Sewing a nightgown (with learning how to attach lace).
Sixth Secondary Grade
1- Child Rearing and Family Relations
Chapter Eight - Youth Age
Chapter Nine - Health in Middle Age
Chapter Ten - Health in Old Age
Chapter Eleven - Comment
2- Cooking and Nutrition
1- Nutrients, vitamins, and minerals: their benefits and deficiency in the body.
2- Vegetables and fruits in detail: methods of cooking and preserving them, with application on cooking broth correctly.
3- Making use of leftover food.
4- Tea invitation
3- Home Management
1- Time and energy in home management.
2- Methods of improving work.
3- Types of work and how to divide it.
4- Preserving and storing clothes and bedding.
4- Sewing
1- How to choose ready-made clothes.
2- Learning the basics of knitting with practical application.
The End
Fadel 9/19
8/24/71
Directorate of Education for Baghdad Governorate / Rusafa
Private Personnel Section
Number / 42670
Date / 8 / 27 / 1971
In the name of God, the Most Gracious, the Most Merciful
The Iraqi Republic
To / Administration of the Presentation Sisters School / Bab al-Sharqi
" / Baghdad College / Intermediate and Secondary
" / Shamash Secondary School / Al-Alwiyah
Subject / Thanks and Appreciation
Based on what was stated in the letter of the Directorate of General Education / Private No. 34640 on 8 / 12 / 971
And in view of your schools achieving high success rates for the academic year 1970 / 1971, we can only offer
you our thanks for the fruitful efforts you have made in order to raise the scientific level of your students, wishing you continuity and success.
⟦illegible⟧
Sami al-Jafari
Director of Education for the Governorate of
Baghdad / Rusafa
A copy of it to /
Directorate of General Education / Private / your letter above for your kind information
Private Personnel Section
File of each school / in sufficient copies
Hussein al-Saadi / 16th of it
71/8/22
Directorate of Education for Baghdad Governorate / Rusafa
Names of Examination Centers for Preparatory Studies / Scientific Branch / Girls / Second Session / 1971
Sequence | Examination Center Name | Names of Participating Schools | Examination Center Address
11 - | Al-Adhamiya Preparatory School for Girls No. 1 | Al-Hariri Preparatory School for Girls
Al-Adhamiya Preparatory School for Girls | Adhamiya Shabab Street
(T 22430)
12 - | Al-Sharqiya Preparatory School for Girls No. 1 | Al-Sharqiya Preparatory School for Girls
Al-Jumhuriya Preparatory School for Girls
Sisters of Progress in Bab Al-Sharqi
Al-Khansa Secondary School for Girls
Shamash Preparatory School
United Jordan Private Secondary School
Al-Najah Secondary School for Girls
St. Thomas Private Secondary School for Girls
Armenian Catholic Sisters of Mary
External Students | Karrada Outskirts
Al-Fatah Square
92665
13 - | Al-Mansour Preparatory School for Girls | Al-Mansour Preparatory School for Girls
Al-Qanat Secondary School for Girls
Model Day Secondary School
Al-Batool Secondary School for Girls
Central Preparatory School for Girls | Al-Sinak District / Al-Murabba'a
Telephone 89415
Girls Preparatory School
⟦illegible⟧
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
Directorate of Education for Baghdad Rusafa Governorate
(( Examinations ))
Number /: 2872
Date /: 16 / 8 / 1971 AD
Examination Statement No. ( 3 )
Based on the requirements of the public interest, the following has been decided: -
01) - The examination centers for preparatory studies for the school year 1970 / 1971, Second
Session, shall be in accordance with the attached schedule.
02) - Ministerial general examinations start at eight o'clock on the morning of Wednesday,
1 / 9 / 1971, according to the schedule communicated to school administrations in our letter numbered 40026 on
28 / 7 / 1971.
03) - School administrations whose buildings have been designated as examination centers, whether official, private,
or foreign, must prepare their school desks, halls, and classrooms well before the examination date.
04) - Students shall be informed of their examination centers, and this shall be posted on the school announcement board ⟦line⟧
05) - Private school administrations whose buildings have been designated as examination centers must prepare lockers
and necessary supplies; the school administration will bear the responsibility for lack of cooperation with the director
or headmistress of the center.
⟦signature⟧
Sami al-Jafari
Director of Education for Baghdad Rusafa Governorate
A copy to: -
Presidency of the Higher Committee for the Administration of General Examinations / three copies
General Inspectorate of Education
General Directorate of Education / Secondary / two copies
" " " / Private / " "
Military Discipline Command
Baghdad Governorate Health Presidency / please inform the clinics and health centers in areas where
clinics for student health are not available for the purpose of health supervision
over the examination centers.
Baghdad Governorate Police Directorate / 15 copies / please allocate a sufficient number of police officers
to maintain order and the integrity of the general examinations
School Health Directorate / 15 copies / please send one copy of this statement to
each school health doctor for health supervision
over the examination centers.
(( Continued )) on the reverse side, please
Please bring ⟦...⟧
⟦...⟧
⟦...⟧ / 7 / 22
⟦...⟧
Number ⟦...⟧
Date ⟦...⟧
General Directorate of Education for Baghdad Governorate / Al-Rusafa
Names of Examination Centers for Preparatory Study / Scientific Branch / Second Session / Boys / for the year 1970 / 1971
Sequence | Examination Center Name | Participating Schools | Examination Center Address
1- | Al-Gharbiya Intermediate School for Boys No. 1 | Al-Markaziya Preparatory School for Boys, all of Baghdad | Bab Al-Muadham, opposite the Military Clinic, Phone No. ( 88785 )
2- | Al-Gharbiya Intermediate School for Boys No. 2 | Al-Adhamiya Preparatory School for Boys | Ditto
3- | Al-Nidhal Preparatory School for Boys | Al-Nidhal Preparatory School for Boys | Al-Rashid Street, Al-Sinak (Tel: 83839)
4- | Al-Kifah Preparatory School for Boys No. 1 | Al-Ardh Al-Muqaddasa Private Secondary School
Al-Kifah Preparatory School for Boys
Al-Tafteesh Private Evening Secondary School
Arts and Culture Private Day Association
Bar Association Secondary School in Qutaiba | Sheikh Omar Street, opposite Al-Sharq Exchange
5- | Al-Jaafariya Private Preparatory School in Al-Sabkhaya No. 1 | Al-Jaafariya Private Day Preparatory School
Al-Jaafariya Private Evening Preparatory School | Al-Wathba Street No. ( 83750 ) Tel
6- | Al-Sharqiya Preparatory School No. 1 for Boys | Al-Bataween Preparatory School
Scientific Institute Private Evening Secondary School in Abu Nuwas
Shamash Preparatory School
Al-Murooj Secondary School for Boys | Karrada / near St. Joseph's Church Tel ( 92414 )
7- | Al-Sharqiya Preparatory School for Boys No. 2 | Al-Sharqiya Preparatory School for Boys | Ditto
8- | Al-Jumhuriya Preparatory School for Boys No. 1 | Al-Jumhuriya Preparatory School for Boys | New Baghdad 91187
9- | Al-Kifah Preparatory School for Boys No. 2 | Qutaiba Secondary School for Boys
External Students | Sheikh Omar Street, opposite Al-Sharq Exchange Phone 85576
10- | Al-Jaafariya Private Secondary School in Al-Sabkhaya No. 2 | Ibn Sina Private Evening Preparatory School for Boys
Bar Association Secondary School in Al-Markaziya Preparatory School for Boys | Al-Wathba Street Phone 83750
Preparatory - Boys
- (( 2 )) - Continuation of Examination Statement No. ( 3 )
Supplies Department / Please prepare the halls and their desks and prepare the examination booklets and stationery
for the centers while noting the following :-
1- The booklets and stamps are to be distributed to the male and female directors of the examination centers
against a written receipt for their number.
2- The examination booklets are to be kept in secure places with you, ensuring their safety
and taking necessary measures to prevent any of them from leaking outside.
3- Please retrieve the surplus examination booklets from the male and female directors of
the examination centers in order to utilize them in the general examinations
and inform the presidency of the Higher Committee for the Management of General Examinations
and the central warehouse of the number of booklets remaining with you.
Assistant Mr. Diaa Abdul Karim Al-Ani / with full copies for the examination centers
Secondary Personnel ⟦line⟧
Secondary Accounts ⟦line⟧
Primary Accounts ⟦line⟧
Staffing Department ⟦line⟧
Employees Personnel / Please prepare lists of male and female employees for the examination centers
Directors of examination centers for preparatory study / with 40 copies via Mr.
Rabah Al-Saadi
Preparatory Study Examination Center in the building of Tigris Model Intermediate School on the Karkh side with two copies of the centers
examination via Mr. Rabah Al-Saadi.
Examinations Department / Mr. Rabah Al-Saadi / with two copies.
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
Directorate of Education for Baghdad Rusafa Governorate
(( Examinations ))
Examination Statement No. (3)
Number 4872
Date 16 / 8 / 1971 AD
Based on the requirements of the public interest, it was decided as follows:-
1) - The examination centers for preparatory studies for the school year 1970 / 1971, second
session, shall be in accordance with the attached table.
2) - General ministerial examinations begin at eight o'clock in the morning on Wednesday, corresponding to
1 / 9 / 1971, according to the schedule communicated to school administrations in our letter numbered 40026 on
28 / 7 / 1971.
3) - School administrations whose buildings have been taken as examination centers, whether official, private,
or foreign, must prepare school desks, halls, and classrooms well before the examination date.
4) - Students are notified of their examination centers, and this is announced on the school notice board.
5) - Private school administrations whose buildings have been taken as examination centers must prepare the lockers
and necessary supplies; the school administration will bear the responsibility for lack of cooperation with the director
or directress of the center.
Sami al-Jaafari
Director of Education for Baghdad Rusafa Governorate
Copy to:-
Presidency of the Higher Committee for General Examinations / three copies
General Inspectorate of Education
General Directorate of Education / Secondary / two copies
" " / Private / "
Military Discipline Command
Head of Baghdad Governorate Health / Please notify the clinics and health centers in areas where
clinics for student health are not available for the purpose of health supervision
over examination centers.
Baghdad Governorate Police Directorate / 15 copies / Please allocate a sufficient number of police personnel
to maintain order and the safety of general examinations.
School Health Directorate / 15 copies / Please send one copy of this statement to
every school health doctor for health supervision
over examination centers.
(( To be continued )) to the other side please
- (( 2 )) - Continuation of Examination Statement No. ( 3 )
Supplies Department / Please prepare the halls and their desks and prepare the examination booklets and stationery
for the centers, noting the following :-
1- The booklets and stamps are to be distributed to the male and female directors of the examination centers
against a written receipt for their number.
2- The examination booklets are to be kept in secure places with you, ensuring their safety
and taking necessary measures to prevent any of them from leaking outside.
3- Please retrieve the surplus examination booklets from the male and female directors of
the examination centers in order to utilize them in the general examinations
and inform the presidency of the Higher Committee for the Management of General Examinations
and the central warehouse of the number of booklets remaining with you.
Assistant Mr. Diaa Abdul Karim the Second / with full copies for the examination centers
Secondary Personnel ⟦line⟧
Secondary Accounts ⟦line⟧
Primary Accounts ⟦line⟧
Consumer Department ⟦line⟧
Employees Personnel / Please prepare lists of male and female employees for the examination centers
Directors of examination centers for preparatory studies / with 40 copies via Mr.
Rabah Al-Saadi
Preparatory Study Examination Center in the Tigris Model Intermediate building on the Karkh side with two copies of the centers
examination via Mr. Rabah Al-Saadi.
Examinations Department / Mr. Rabah Al-Saadi / with two copies.
Mohammed Al-Badrawi ?
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
Directorate of Education for Baghdad Governorate / Al-Rusafa
Examinations
Number / 28760
Date / 21 / 7 / 1971
No objection to ⟦illegible⟧
Representative
To / Administrations of official and private secondary and preparatory schools
associated with this directorate, all
Subject / Names of repeating students
Please send lists of the names of repeating students in six copies printed by typewriter upon
your receipt of the ministerial examination results for preparatory study / first session for the year 70 / 971
for both the scientific and literary branches, with a summary of the number of repeaters in each subject according to the template
noted below. Non-compliant lists will be rejected. Lists must reach us
within three days of the announcement of the results, otherwise your school administration will bear the responsibility for not
designating an examination center for your school's students.
Diya Abd al-Karim al-Ani
Director of Education for Baghdad Governorate / Al-Rusafa
Sequence | Examination Number | Student Name | Subjects to repeat | Remarks
⟦line⟧
Summary of the number of repeaters in each subject for the literary branch
Arabic Language | English Language | Mathematics | History | Geography | Economics
- Scientific Branch -
Arabic Language | English Language | Mathematics | Zoology | Chemistry | Physics
A copy to / -
Examinations Department / for follow-up and consolidation.
Yassin /
⟦illegible⟧
As quickly as possible
Register
1/7
In the name of God, the Most Gracious, the Most Merciful
The Iraqi Republic
Directorate of Education for Baghdad Governorate / Al-Rusafa
Private Personnel Department
Number - 29572
Date - 5 / 7 / 1971
To / - Administrations of all Private and Foreign Schools affiliated
with this Directorate ⟦line⟧
Sub / Statistical information
For the purpose of organizing a complete statistics of school staff and the number of students
actually attending schools for the current academic year. Please ⟦line⟧
provide us with lists containing the names of teachers and the names of all
students participating in the final exams for this year, those who passed
and those who failed, for all grades in the school, while noting the date of birth
for each of them and their nationality in the remarks field, hoping that the information reaches us
within a week please.
Walid Qadir Al-Samarrai
For/ Director of Education for Baghdad Governorate / Al-Rusafa
Copy to / -
Private Personnel / for follow-up
Abdul Hamid / 25
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
Ministry of Education
Presidency of the General Vocational Examination Committee
Number: 108
Date: 7 / 25 / 1971
Directorates of Education in all Governorates
Subject / General Vocational Examination Schedules
It has been decided that the General Vocational Examinations for preparatory studies for Industrial, Agricultural, Commercial schools,
and Home Arts (Second Session) shall begin according to the attached schedules. Any error or oversight occurring in its reading
or announcement to the students shall remain the responsibility of the school administration, and the following notes must be applied: -
1- Examinations begin at exactly eight o'clock in the morning on Wednesday, 9 / 1 / 1971.
2- The duration of the subject is as indicated on the question paper.
3- In the event of an official holiday during examination days, that day's exam shall be moved to the following day.
4- The period between one subject and another shall be (15) minutes if there are two subjects in one day.
⟦illegible signature⟧
Committee Chairman
A copy to / -
The Special Office - for the Minister's kind attention
The Undersecretary's Office - for the Undersecretary's kind attention
General Inspectorate of Education - with copies of the schedule
General Directorate of Technical Affairs / Examinations / with copies of the schedule
General Directorate of Recruitment / with a copy of the schedule
Directorate of Accounts at the Ministry's Bureau / with copies of the schedule
Information Directorate at the Ministry's Bureau / with copies of the schedule
School Health Directorate / with copies of the schedule
General Directorate of Vocational Education / Industrial / Agricultural / Commercial / Home Arts with copies of the schedule
General Directorate of Vocational Education / Accounts / with copies of the schedule
Industrial / Agricultural / Commercial / Home Arts Preparatory Schools
Directorate of the Examination Center for General Vocational Studies (Second Session)
Committee Secretary
⟦illegible stamp⟧
⟦illegible handwriting⟧
7 / 28 / 1971
( 2 )
General Vocational Examination Schedule - Second Session - for the School Year 1970/1971
Agricultural Preparatory Schools:
Day | Date | Subject
Wednesday | 1971/9/1 | English Language
Thursday | 1971/9/2 | Economics and Extension
Saturday | 1971/9/4 | Pests and Bees
Sunday | 1971/9/5 | Field Crops
Monday | 1971/9/6 | Horticulture
Tuesday | 1971/9/7 | Animal Husbandry, Health, and Poultry
Wednesday | 1971/9/8 | Dairy and Agricultural Industries
Commercial Preparatory Schools:
Day | Date | Subject
Wednesday | 1971/9/1 | Arabic Language
Thursday | 1971/9/2 | English Language
Saturday | 1971/9/4 | Commercial Correspondence
Sunday | 1971/9/5 | Commercial Law
Monday | 1971/9/6 | Commercial Arithmetic and Financial Mathematics
Tuesday | 1971/9/7 | Accounting and Bookkeeping
Wednesday | 1971/9/8 | Economics
First Supervisor
⟦signature⟧
8/2/71
In the name of God, the Most Gracious, the Most Merciful
Ministry of Education, Republic of Iraq
Presidency of the General Vocational Examination Committee
Number / 111
Date 25 / 7 / 1971
⟦Receipt⟧
⟦...⟧
⟦...⟧ / ⟦...⟧
To / All vocational school administrations
Subject / Students repeating the year
1- Please provide us with a list in triplicate of the names of male and female students repeating the year, indicating their examination numbers
and the subjects in which they became repeaters for all attempts, mentioning the specializations for industrial schools
and home arts under the new system.
2- A statistical figure of the number of repeaters for each subject shall be written at the end of the lists of names.
3- Please ensure the answers arrive before 10 / 8 / 1971.
Chairman of the Committee
A copy to / -
Directorates of Education in all governorates
Directorate of the Examination Center for General Vocational Study (Second Session)
Committee Secretariat
Shamash
In the name of God, the Most Gracious, the Most Merciful
Directorate of the Examination Center for General Vocational Exams
(First Session) for the academic year 70 - 971
Number /
Date 27 / 7 / 1971
Administration of Shamash Preparatory School
Subject / Correction
Your letter No. 83 / 71 dated 12 / 7 / 1971
1- We have corrected the name of the school to Shamash Preparatory School instead of Frank Iny School.
2- There is no difference between the correct name and the incorrect name for the student Hesqeel Haqqi Moshi
Mu'allim Hesqeel with examination number (5101). Please clarify this.
Muhammad Jawad Al-Turunji
Director of the Examination Center
Copy to -
Presidency of the Committee for the Administration of General Vocational Examinations
Directorate of Education for Baghdad Governorate - Rusafa
Committee Secretariat
I am sending to you
There is a note which is that the student has one name (Haqqi Haqqi) Moshi Mu'allim Hesqeel
2/8/71
27
⟦illegible⟧
In the name of God, the Most Gracious, the Most Merciful
Republic of Iraq
Directorate of Education for Baghdad Governorate / Rusafa
Secondary Personnel
Number: 28072
Date: 5 / 7 / 1971
To -
Administrations of all Preparatory, Secondary, Intermediate, and Vocational Schools
For Boys and Girls
Sub: Implementation of the Secondary School System
Based on what was stated in the letter of the Directorate of General Education / Secondary 26560 on 27 / 6 / 1971, it was decided to suspend
the implementation of what was stated in the resolutions of the ninth session of the Educational Planning Commission notified to you in our letter numbered
28094 on 26 / 12 / 1970 starting from the next academic year, noting the application of the Secondary School
System No. 60 of 1968 (and the System for Amending the Secondary School System No. 63 of 1969), requesting
the teaching staff members to review it and act accordingly.
⟦signature⟧
Sami Al-Jaafari
Director of Education for Baghdad Governorate / Rusafa
Copy to / -
Directorate of General Education / Secondary / Your above letter, for your kind information, please
Secondary Personnel / with 3 copies
Please inquire about
the content of this letter quickly
Record
7 / 12 / 71
⟦illegible⟧
Fadhil 10 / 7
Baghdad Education Directorate
Al-Rusafa
Incoming ⟦illegible⟧
Number ⟦illegible⟧
Date ⟦illegible⟧
1- ⟦illegible⟧ in intermediate and secondary schools ⟦illegible⟧
Evening female students 150 students and above.
2- Lessons are distributed to assistants first, then to teachers thereafter.
3- The school principal is given his quota regardless of the number of classes in the school, provided that he delivers
lectures for any academic year, whether original or administrative.
4- The assistant responsible for supervising the second shift in a double-shift school is given a share
of the quota regardless of the number of classes in his shift, provided that he delivers lectures
for any academic year, whether original or administrative.
5- The assistant school principal who is not responsible for managing any shift performs all tasks assigned to him
and teaches (12) hours per week in intermediate schools and (8) hours per week in
secondary schools, provided that his total lectures do not exceed (24) hours per week
and provided that he delivers lectures to any school (original or administrative) for any academic year
whether original or administrative.
6- The lessons ⟦illegible⟧ mentioned above are separated from the schedules ⟦illegible⟧
In the name of God, the Most Gracious, the Most Merciful
Directorate of Education for Baghdad Governorate / Al-Rusafa
Secondary Personnel
Number 78094
Date 12/26/1970
To / Administrations of official secondary, intermediate, high, and vocational schools
| | | | |
| | | | |
| | | | |
| | | | |
We send you above the decisions of the Central Committee for the High Task of Educational Planning
in its letter numbered 250476 on 11/21/1970, requesting that the teaching staffs be informed
and to act accordingly.
Director of Secondary Education
To take necessary action
Record
27 / 7 / 71
In the name of God, the Most Gracious, the Most Merciful
- Copy of the letter -
We confirm our letter No. 10687 dated 7 / 9 / 1970, which states the following / -
(The same previous document form (old system) shall be used for students of the modern sixth preparatory grade
who are continuing their studies and graduating from it.
As for the graduates of the fifth preparatory grades, whether in the first or second attempt and in previous
years, the documents for them shall be organized according to the new form. The system of attempts according to our modifications
notified to you in our letter No. 6597 dated 1 / 4 / 1964. Please note this and act accordingly,
otherwise all documents contrary to what is stated in these instructions will be rejected % with thanks.
Khader Abed Hussein
For/ General Director of Technical Affairs
The Republic of Iraq
Directorate of Education for Baghdad Governorate / Al-Rusafa
Certificates
Number / 28026
Date / 7 / 7 / 1971
To / All public and private preparatory and secondary school administrations
Subject / Documents
Above is a copy of the letter from the General Directorate of Technical Affairs / Certificates Directorate No. 5386
dated 3 / 7 / 1971. Please act accordingly when organizing documents.
Sami Al-Jaafari
For/ Director of Education for Baghdad Governorate / Al-Rusafa
A copy to / -
General Directorate of Technical Affairs / Certificates Directorate / For your information
Certificates with 10 copies
Yassin /