الوصف الاكاديمي بالانكليزي.docx

Ministry of Higher Education and Scientific Research

Scientific Supervision and Scientific Evaluation Apparatus

Directorate of Quality Assurance and Academic Accreditation

Accreditation Department

Academic Program and Course Description Guide Academic Program and Course Description Guide

2025

Introduction:

The educational program is a well-planned set of courses that include procedures and experiences arranged in the form of an academic syllabus. Its main goal is to improve and build graduates' skills so they are ready for the job market. The program is reviewed and evaluated every year through internal or external audit procedures and programs like the External Examiner Program.

The academic program description is a short summary of the main features of the program and its courses. It shows what skills students are working to develop based on the program's goals. This description is very important because it is the main part of getting the program accredited, and it is written by the teaching staff together under the supervision of scientific committees in the scientific departments.

This guide, in its second version, includes a description of the academic program after updating the subjects and paragraphs of the previous guide in light of the updates and developments of the educational system in Iraq, which included the description of the academic program in its traditional form (annual, quarterly), as well as the adoption of the academic program description circulated according to the letter of the Department of Studies T 3/2906 on 3/5/2023 regarding the programs that adopt the Bologna Process as the basis for their work.

In this regard, we can only emphasize the importance of writing an academic programs and course description to ensure the proper functioning of the educational process.

Concepts and terminology:

Academic Program Description: The academic program description provides a brief summary of its vision, mission and objectives, including an accurate description of the targeted learning outcomes according to specific learning strategies.

Course Description: Provides a brief summary of the most important characteristics of the course and the learning outcomes expected of the students to achieve, proving whether they have made the most of the available learning opportunities. It is derived from the program description.

Program Vision: An ambitious picture for the future of the academic program to be sophisticated, inspiring, stimulating, realistic and applicable.

Program Mission: Briefly outlines the objectives and activities necessary to achieve them and defines the program's development paths and directions.

Program Objectives: They are statements that describe what the academic program intends to achieve within a specific period of time and are measurable and observable.

Curriculum Structure: All courses / subjects included in the academic program according to the approved learning system (quarterly, annual, Bologna Process) whether it is a requirement (ministry, university, college and scientific department) with the number of credit hours.

Learning Outcomes: A compatible set of knowledge, skills and values acquired by students after the successful completion of the academic program and must determine the learning outcomes of each course in a way that achieves the objectives of the program.

Teaching and learning strategies: They are the strategies used by the faculty members to develop students’ teaching and learning, and they are plans that are followed to reach the learning goals. They describe all classroom and extra-curricular activities to achieve the learning outcomes of the program.

Academic Program Description Form

University of Mosul

Faculty/Institute: Collage of Basic Education

Scientific Department: Kindergarten Department))

Academic or Professional Program Name: Bachelor’s Degree

Final Certificate Name: (Bachelor's degree in basic education)

Academic System: Semester System

Description Preparation Date: 7/12/2026

File Completion Date: 7/12/2026

The file is checked by:

Department of Quality Assurance and University Performance

Director of the Quality Assurance and University Performance Department:

Dr. Rabeea Mohammed Hani Darghoth

Date: 7/12/2026

Signature:

Approval of the Dean

Dr. Muhammad Yunus Saleh Al-Jarisi

Program Vision

Program vision is written here as stated in the university's catalogue and website.

Program Mission

Program mission is written here as stated in the university's catalogue and website.

Program Objectives

1. To foster a general sense of academic acceptance of the Early Childhood Education Department from the students' perspective.

2. To cultivate patriotism and a commitment to serving the nation.

3. To equip Early Childhood Education students with the necessary skills to work with kindergarten children.

4. To equip Early Childhood Education students with the necessary skills to work with kindergarten children.

5. To develop students' performance and creative abilities in educational, cognitive, technical, linguistic, and artistic aspects.

6. To provide students with advanced academic knowledge to empower them in their field of specialization, both in research and teaching.

7. To produce high-quality and distinguished educational research that contributes to the accumulation of knowledge, develops professional practices, and meets the needs of the educational field.

8. To contribute to community development through participation in training programs and field practices within the framework of partnerships with local and regional community organizations.

Program Accreditation

nothing

Other external influences

nothing

Program Structure
Program Structure	Number of Courses	Credit hours	Percentage	Reviews*
Institution Requirements				Basic course
College Requirements				Basic course
Department Requirements				Basic course
Summer Training	Nothing
Other

* This can include notes whether the course is basic or optional.

Program Description
Year/Level	Course Code	Course Name	Credit Hours
First First semester			theoretical	Practical
	KGBB09KEC112	Physical education for kindergarten children	2	2
	24UMBEKI1002A	Legislation and childhood organizations	2
	COMFI1	Computer Science	1	2
	DEMFI1	Democracy and Human Rights	2
	DEVFI1	Developmental Psychology	3
	24UMBEKI1003B	Introduction to Kindergarten	3
First Second semester	24UMBEKI2002A	Socialization	3
	ARBFI2	Arabic Language	2
	24UMBEKI2003B	Health and Nutrition of Kindergarten Children	2
	24UMBEKI2001B	Principles of Art Education in Kindergarten	2	2
	EDUFI2	Principles of Education	3
	ENGFI2	English Language	2
	ISLFI2	Islamic Education/Civilization	2
First Second semester	ARBSE	Arabic Language	2
	ENGSE3	English Language	2
	CURSE3	Curricula and Textbooks	2
	23UMBEKI3001A	Arabic Linguistics (Phonetics)	2
	23UMBEKI3003A	Children's Literature and Stories	2
	23UMBEKI3004B	Physiological Psychology	3
	23UMBEKI3005A	Child Learning Psychology	2
Second Fourth semester	COMSE4	COMPUTER	1	2
		Psychology of Classroom Learning	2	2
	EDPSE4	Educational Psychology	2
	23UMBEKI4001A	Child Language Development	2
	KGBB09PE214	Child Psychology of Education	2
	23UNBEKI4003A	Cognitive Development	2
	23UNBEKI4004A	Social Psychology	2
	23UMBEKI3002A	Psychology of Children with Special Needs	2
	BAASE3	Crimes of the Ba'ath Party	2
Third Year	GEMTH501	General teaching methods and their applications	3
	ED-RE-TH-1	Educational research methodology	3
	22UMBEKI5001A	Children's theater	3
	KGBB09PCTG312	The psychology of play in childhood	3
	22UMBEKI5003A	Program planning and implementation methods	3
	22UMBEKI5004A	Teaching thinking skills	3
Third Year Sixth Term	KGBB09LDC316	Learning difficulties in children	2
	SUSTH6	Sustainable Development	2
	MEATH503	Measurement and Evaluation	2
	CURSE3	Curricula and Textbooks	2
	22UMBEKI5001B	Preparing Children for Reading and Writing	3
	22UMBEKI6002A	The Psychology of Creativity	3
	22UMBEKI6003A	Child Psychology Readings (English Texts)	3
	22UMBEKI6004A	Practical and Mathematical Experiences	3
Fourth Year Seventh Term	21UMBEKI7005A	The Civilization of Iraq	2
	ISTH6	Principles of Islamic Law	2
	PROFO7	Professional Ethics	2
	ED-AD-FO-1	Educational Administration and Supervision
	PRTFO702	Practical Education (Observation)	4
	21UMBEKI7001A	Evaluating Kindergarten Children	2
	21UNBEKI7002A	Music Education and Chanting	3
Fourth Year Eighth Term		Graduation Research Project	2
		Practical Education (Application)	12

Expected learning outcomes of the program
Knowledge
Cognitive outputs	Preparing teaching staff Preparing scientific researchers Stating learning outcomes Promoting scientific collaboration
Skills
Skill outputs	Providing opportunities to pursue postgraduate studies. Enabling female students to pursue teaching careers.
Ethics
Value and ethical outputs	Candidates for teaching must understand how to teach female students, as they focus on their students' learning through an understanding of professional ethics and academic integrity.

Teaching and Learning Strategies

1. Knowledge and skills of candidates for other teaching positions

2. Proficient in using modern technology

3. Proactive and collaborative

4. Familiarity with student learning

5. Familiarity with the latest teaching methods and learning theories

6. Use of feedback

7. Persuasive communication skills

8. Use of effective classroom interaction techniques

9. Clear and correct language skills

Encouragement of students

Evaluation methods

Evaluation methods

The institution possesses a robust assessment and examination system capable of collecting data on its students regarding their professional qualifications and post-graduation performance, thus facilitating feedback on its assessment and examination programs.

This criterion includes several sub-indicators:

Assessment System: The college regularly evaluates the capacity and effectiveness of its assessment system within its professional community.

1- Evaluation System: The college regularly evaluates the capacity and effectiveness of its evaluation system within its professional community.

All materials except those with a practical component.	Daily exam 10%	Midterm exam 30%	Final exam 60%
All materials except those with a practical component.	Daily exam 10%	Midterm exam 30%	Final exam 60%

2- Data Collection, Analysis, and Evaluation: The college's evaluation system provides regular and comprehensive information about program quality through the distribution of a set of questionnaires.

3- Using Data to Improve the Program: This is achieved by processing the data generated from the questionnaires used in the previous point, announcing the results, and recognizing outstanding cases (e.g., distinguished faculty members).

4- Changes are not only implemented when evidence points to system weaknesses, but also through ongoing, systematic studies. This involves encouraging future research to address existing weaknesses within the department, such as promoting graduation projects, scientific research, or master's theses that focus on these weaknesses.

Faculty
Faculty Members
Academic Rank	Specialization		Special Requirements/Skills (if applicable)		Number of the teaching staff
	General	Special			Staff	Lecturer
Prof. Dr. Zikra Yousef Jamil Prof. Dr. Iman Mohamed Sharif Dr. Bushra Khamis Dr. Amal Ibrahim Aziz Assistant Professor Ban Anwar Abdelkader Dr. Rahma Shaker Mahmoud Ms. Rana Rashid Mohamed Salim Ms. Iman Ghanem Ismail Assistant Professor Tamara Talal Abdullah Assistant Professor Maysoun Bashir Khader Assistant Professor Hasnaa Sadiq Hussein Assistant Professor Marah Munir Ahmed Assistant Professor Tahani Ibrahim Abdelhamid Assistant Professor Shahd Hazem Ahmed Assistant Professor Rahma Zuhair Taha	Educational and Psychological Sciences Educational and Psychological Sciences Teaching Methods Educational and Psychological Sciences Teaching Methods Teaching Methods Educational and Psychological Sciences Kindergarten Kindergarten Law Kindergarten Teaching Methods Teaching Methods Teaching Methods Educational Psychology	Educational Psychology Educational Psychology Basic Education Teaching Methods Methods of teaching Islamic education Kindergarten Teaching Methods Basic Education Teaching Methods Educational Psychology Kindergarten Kindergarten Civil Procedure Law Kindergarten Primary Education Teaching Methods Primary Education Teaching Methods Primary Education Teaching Methods Educational Psychology		Head of department Department rapporteur	Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes	Yes

Professional Development

Mentoring new faculty members

Describe the process used to guide new, visiting, full-time, and part-time faculty members at the institutional and departmental levels.

(Note: Outline the steps the department takes to support newly appointed faculty members from commencement to confirmation, and what qualifications they must meet.)

1. Institutional Welcome and Introduction (Introducing the institution's mission, vision, and values, and explaining the organizational and administrative structure.)

2. Academic Orientation (Explaining the teaching system, courses, plans, and learning outcomes.)

3. Pedagogical and Instructional Guidance (Encouraging the use of effective classroom management practices, diverse assessment methods, active learning strategies, and teaching technologies.)

Professional development of faculty members

Faculty members possess sufficient academic qualifications, making them good role models for professional practice. They have adequate knowledge and experience in teaching, enabling them to evaluate themselves and their students effectively, and to collaborate with colleagues in a spirit of collegiality within their own disciplines and other disciplines. The unit conducts systematic and ongoing faculty evaluations and facilitates opportunities for professional development.

Several indicators branch out from this, including:

Qualified Faculty Members

Each academic year, a schedule is printed listing the names and titles of faculty members, including their degrees, general and specific areas of specialization, gender, and official email address. This schedule is signed by the department head, approved by the dean, and submitted as an official departmental evaluation document.

2. The department should embody best professional teaching practices, utilizing classroom management techniques and body language. It's important to note that no single teaching style is superior; rather, a balance should be struck between effective styles that align with the subject matter, student characteristics, available resources, and the creation of a suitable learning environment. Various teaching methods should be employed to engage students during lectures.

3. The department should utilize blended learning and modern technologies in delivering lectures to students.

4. The department evaluates the professional performance of faculty members through faculty performance evaluation forms, in collaboration with the Quality Assurance and Performance Division.

5. The department facilitates professional development through the college's Continuing Education Unit activities.

Acceptance Criterion

Admission to the department is by direct application.

The most important sources of information about the program

1. University Official Website:

https://uomosul.edu.iq/

2. College Official Website:

https://uomosul.edu.iq/basiceducation/

Department Official Website: https://short-url.org/1lsGR

Program Development Plan

1. Ensuring that the department's specialized courses at the undergraduate level foster positive attitudes among learners.

2. Ensuring that the department's programs are capable of developing diverse administrative skills and competencies, as well as advanced teaching skills, particularly in e-learning programs.

3. Ensuring that the department's specialized courses at the undergraduate level cultivate positive attitudes among learners towards the teaching profession and its professional practices.

4. Ensuring that the department's programs at the undergraduate and graduate levels develop the students' skills and knowledge.

5. Providing students with the latest developments in their field of specialization.

6. The programs provide students with contemporary applications in their field of specialization for use in Riyadh.

7. The programs facilitate the exchange of experiences among students through their interaction with others from different educational backgrounds and with diverse experiences.

8. The department continuously reviews and revises its curricula to keep pace with educational developments at all academic levels (Bachelor's and Master's).

Program Skills Outline

Required program Learning outcomes

Year/Level

Course Code

Course Name

Basic or optional

Knowledge

Skills

Ethics

First Year

First Semester

KGBB09KEC112

Physical education for kindergarten children: Legislation and childhood organizations

essential

√

24UMBEKI1002A

Physical education for kindergarten children: Legislation and childhood organizations

essential

√

COMFI1

Computer Science

essential

√

DEMFI1

Democracy and Human Rights

essential

√

DEVFI1

Developmental Psychology

essential

√

24UMBEKI1003B

Introduction to Kindergarten

essential

√

KGBB09KEC112

Physical Education for Kindergarten Children

essential

√

First year

Second semester

Socialization

24UMBEKI2002A

essential

√

Arabic Language

ARBFI2

essential

√

Health and Nutrition of Kindergarten Children

24UMBEKI2003B

essential

√

Principles of Art Education in Kindergarten

24UMBEKI2001B

essential

√

Principles of Education

EDUFI2

essential

√

English Language

ENGFI2

essential

√

Islamic Education/Civilization

ISLFI2

essential

√

Computer Skills

COMSE4

essential

√

Second year

Third semester

ARBSE

Arabic Language

essential

√

ENGSE3

English Language

essential

√

CURSE3

Curricula and Textbooks

essential

√

23UMBEKI3001A

Arabic Linguistics (Phonetics)

essential

√

23UMBEKI3003A

Children's Literature and Stories

essential

√

23UMBEKI3004B

Physiological Psychology

essential

√

23UMBEKI3005A

Child Learning Psychology

essential

√

Second year

Fourth semester

Psychology of Classroom Learning

essential

√

EDPSE4

Educational Psychology

essential

√

23UMBEKI4001A

Child Language Development

essential

√

KGBB09PE214

Child Psychology of Education

essential

√

23UNBEKI4003A

Cognitive Development

essential

√

23UNBEKI4004A

Social Psychology

essential

√

23UMBEKI3002A

Psychology of Children with Special Needs

essential

√

BAASE3

Crimes of the Ba'ath Party

essential

√

Third year

Fifth semester

GEMTH501

General teaching methods and their applications

essential

√

ED-RE-TH-1

Educational research methodology

essential

√

22UMBEKI5001A

Children's theater

essential

√

KGBB09PCTG312

The psychology of play in childhood

essential

√

22UMBEKI5003A

Program planning and implementation methods

essential

√

22UMBEKI5004A

Teaching thinking skills

essential

√

Third year

Sixth semester

KGBB09LDC316

Learning difficulties in children

essential

√

SUSTH6

Sustainable Development

essential

√

MEATH503

Measurement and Evaluation

essential

√

CURSE3

Curricula and Textbooks

essential

√

22UMBEKI5001B

Preparing Children for Reading and Writing

essential

√

22UMBEKI6002A

The Psychology of Creativity

essential

√

22UMBEKI6003A

Child Psychology Readings (English Texts)

essential

√

22UMBEKI6004A

Practical and Mathematical Experiences

essential

√

Fourth year

Seventh semester

21UMBEKI7005A

The Civilization of Iraq

essential

√

ISTH6

Principles of Islamic Law

essential

√

PROFO7

Professional Ethics

essential

√

ED-AD-FO-1

Educational Administration and Supervision

essential

√

PRTFO702

Practical Education (Observation)

essential

√

21UMBEKI7001A

Evaluating Kindergarten Children

essential

√

21UNBEKI7002A

Music Education and Chanting

essential

√

21UMBEKI7003A

Readings in Child Rearing (English Texts)

essential

√

Fourth Year

Eighth Semester

essential

√

Application

essential

√

Please tick the boxes corresponding to the individual program learning outcomes under evaluation.

Course Description Form

Course Name:
Human rights and democracy
Course Code:
BEHI23F1041
Semester / Year:
2025-2026 - first semester
Description Preparation Date:
14-2-2026
Available Attendance Forms:
Attendance inside the department's classrooms
Number of Credit Hours (Total) / Number of Units (Total)
30 hours - 2 units
Course administrator's name (mention all, if more than one name)
Name: : Assistant teacher Maysoun Bashir Khader Al-Abbasi Email: maysoon.kadr@uomosul.edu.iq
Course Objectives
Course Objectives						1. To understand the general principles of human rights and democracy 2. To understand their types and characteristics 3. To understand their applications 4. To contribute to promoting and disseminating a culture of human rights and democracy
Teaching and Learning Strategies
Strategy		- Explanation of the article - Asking questions and discussing - Brainstorming
Course Structure
Week	Hours		Required Learning Outcomes	Unit or subject name			Learning method	Evaluation method
1	2		analysis	Introductory Lecture			The visual method of reading	Exams, questions and discussions, activities
2	2		Understanding	Definition of Human Rights and Their Characteristics			The visual method of reading	Exams, questions and discussions, activities
3	2		knowledge	Characteristics and Types of Human Rights in General			The visual method of reading	Exams, questions and discussions, activities
4	2		analysis	And in Islamic Law in Particular			The visual method of reading	Exams, questions and discussions, activities
5	2		Understanding	General National Human Rights Mechanisms			The visual method of reading	Exams, questions and discussions, activities
6	2		knowledge	The Concept of the International Bill of Human Rights			The visual method of reading	Exams, questions and discussions, activities
7	2		analysis	Specific and Group Rights			The visual method of reading	Exams, questions and discussions, activities
8	2		Understanding	The Human Rights Council and its Protection Mechanisms			The visual method of reading	Exams, questions and discussions, activities
9	2		knowledge	Contemporary Challenges in the Field of Human Rights			The visual method of reading	Exams, questions and discussions, activities
10	2		analysis	Contemporary Human Rights Issues			The visual method of reading	Exams, questions and discussions, activities
11	2		Understanding	Definition of Democracy and Its Institutional Components			The visual method of reading	Exams, questions and discussions, activities
12	2		knowledge	Types of Democracy in Terms of Their Relationship with the Political System			The visual method of reading	Exams, questions and discussions, activities
13	2		analysis	Types of Democracy in Terms of Their Relationship with the People's System			The visual method of reading	Exams, questions and discussions, activities
14	2		Understanding	Principles of Democratic Governance			The visual method of reading	Exams, questions and discussions, activities
15	2		Semester exam	Midterm Exam

Course Evaluation
Distributing the score out of 100 according to the tasks assigned to the student such as daily preparation, daily oral, 12 monthly, or written 20 + 60 exams, reports .... etc 8
Learning and Teaching Resources
Required textbooks (curricular books, if any)					Introduction to the study of Human rights and democracy / Firas Girgis Al-Khatuni
Main references (sources)					Universal Declaration of Human Rights /United Nations, December 10, 1948 International Covenant on Economic, Social and Cultural Rights / United Nations 1976
Recommended books and references (scientific journals, reports...)					Human rights Saleh bin Abdulaziz Al Sheikh
Electronic References, Websites					https://amrkhaled.net/

University: Mosul College: Basic Education Department or Branch: Kindergarten

1. Course name and academic level
Psychology of play
2. . Course code

3. Chapter/Year
2026-2025the second
4 Date this description was prepared.
16/9/2025
5- Available attendance forms
Electronic presence
6.Number of study hours (total) / Number of units (total)
3
7. Name of the course supervisor (if more than one name is mentioned) and academic title.
Name: Ban Anwer Abdul Qader Ahmed Al-Kirow Email :ban83alkhir@gmail.com
8. Course objectives
			. It aims to provide students with theoretical experience on all the contents of this subject. . It also aims to link theoretical experience with practical experience through the practical application of educational games in the educational process..
9. Teaching and learning strategies.
Teaching and learning strategies.			Using the lecture-based method supported by discussion Using some active learning strategies, such as group learning and self-learning Role-playing strategies, the "Draw Your Ideas" strategy, the "Share Your Ideas" strategy, brainstorming strategies, and other modern strategies
. 10. Course structure
Week	Watches	Aims		Required learning outcomes	Name of the unit or topic	Evaluation method
First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth Thirteenth Fourteenth Fifteen	3 3 3 3 3 3 3 3 3 3 3 3 3 3 3	Acquiring new concepts about educational games, the psychology of play, the importance of play in children's lives, and how to use games to achieve educational goals.		Introduction to the course The concept of play Characteristics of kindergarten children Types of games The importance of play and its characteristics Goals of play Midterm exam Theories that explain play The difference between children's play and adult play Daily exam Forms of play and its development Factors related to differences in play among children The importance of play in a child's personality development Examples and models of purposeful games Review the material and answer students' questions	Dialogue Delivery and Discussion Group Participation in Lecture Lecture + Discussion Role Playing Brainstorming Lecture + Discussion Brainstorming	A A grade is given for each attendance and participation. Discussion Discussion Interrogation Theoretical Tests Practical Tests Discussion Written Exam Interrogation Theoretical Tests

Course Evaluation and Grade Divisions
The grade is distributed out of 100 based on the tasks assigned to the student, such as daily preparation, daily, oral, monthly and written exams, reports, etc.
Learning and teaching resources
Required textbooks (methodology, if available)	The Psychology of Play for Children, Educational Games Types of Games
Primary references (sources)	PhD theses on educational games and play psychology Books on puppet theater
Recommended supporting books and references (scientific journals, reports)	Cognitive development books, Mosul University Journal website, College College of Basic Education Journal / Iraqi University Journal
Electronic references, websites	https://www.youtube.com/watch?v=KzB0DwwGUTQ
Curriculum update rate	20%

University: Mosul College: Basic Education Department or Branch: Kindergarten

1. Course name and academic level
Art education for kindergarten children
2. . Course code

3. Chapter/Year
2026-2025the second
4 Date this description was prepared.
16/2/2026
5- Available attendance forms
Electronic presence
6.Number of study hours (total) / Number of units (total)
4
7. Name of the course supervisor (if more than one name is mentioned) and academic title.
Name: Ban Anwer Abdul Qader Ahmed Al-Kirow Email :ban83alkhir@gmail.com
8. Course objectives
				. • It aims to train students on how to use art to achieve educational goals with children. • It aims to provide students with theoretical knowledge of all the content of this subject. • It also aims to link theoretical knowledge with practical application through hands-on performance, enabling students to acquire, practice, and apply artistic skills in real-life situations. • ..... through the practical application of educational games in the educational process..
9. Teaching and learning strategies.
Teaching and learning strategies.				Using the lecture-based method supported by discussion Using some active learning strategies, such as group learning and self-learning Role-playing strategies, the "Draw Your Ideas" strategy, the "Share Your Ideas" strategy, brainstorming strategies, and other modern strategies Using the practical application of activities individually and in groups
. 10. Course structure
Week	Watches	Aims	Required learning outcomes		Name of the unit or topic	Evaluation method
First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth Thirteenth Fourteenth Fifteen	4 4 4 4 4 4 4 4 4 4 4 4 4 4 4	Acquiring new concepts in art education Training students in the practical aspects of artistic and creative work Graduating teachers capable of teaching art education to kindergarten children	Acquiring new concepts in art education Training students in the practical aspects of artistic and creative work Graduating teachers capable of teaching art education to kindergarten children		Introduction to the subject The concept of art Objectives of teaching art education (special and general) Stages of art Psychological implications of children's drawings Interpreting children's drawings Characteristics of children's drawings Artistic design and construction and its compositional elements Methods of analyzing children's drawings Primary and secondary colors and how to use them with children Collage art	Dialogue storming Delivery and Discussion Group Participation in Lecture Lecture + Discussion Role Playing Brainstorming Lecture + Discussion Brain

اسم المقرر
Teaching thinking
رمز المقرر
BEKI20F3021
الفصل / السنة
First 2024
تاريخ إعداد هذا الوصف
10_8_2024
أشكال الحضور المتاحة
Attendance in classrooms
عدد الساعات الدراسية (الكلي)/ عدد الوحدات (الكلي)
39/3 وحدات
اسم مسؤول المقرر الدراسي ( اذا اكثر من اسم يذكر)
Name: Dr. Iman Mohamed Sharif الآيميل : dr.emaansh@uomosul.edu.iq
اهداف المقرر
اهداف المادة الدراسية
استراتيجيات التعليم والتعلم
Daily exams			Daily exams
بنية المقرر 30 درجة السعي / 70 درجة النهائي
الأسبوع	الساعات	مخرجات التعلم المطلوبة
First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth Thirteenth Fourteenth	3 3 3 3 3 3 3 3 3 3 3 3 3 3	Understanding the historical development of thinking skills education Understanding thinking in Islam – The role of Arab philosophers in thinking Defining thinking – Defining thinking skills education – The importance of teaching thinking skills Understanding thinking skills education – Thinking and intelligence Understanding behavioral approaches in teaching thinking skills – Cognitive approaches in teaching thinking skills Understanding Ausubel's approach to information development Understanding Humanistic Approaches in Teaching Thinking Skills Understanding Hilda Taba's Inductive Approach Assessmental Test Aspects of Thinking in Children Characteristics of Thinking in Children Identifying Factors Influencing the Development of Thinking Skills Understanding Methods of Teaching Thinking Skills Understanding Examples of International Programs in Teaching Thinking Skills
تقييم المقرر 30 درجة السعي / 70 درجة النهائي
The grade is distributed out of 100 based on the tasks assigned to the student, such as daily preparation, daily, oral, monthly and written exams, reports, etc.
مصادر التعلم والتدريس
الكتب المقررة المطلوبة ( المنهجية أن وجدت )
المراجع الرئيسة ( المصادر)
الكتب والمراجع الساندة التي يوصى بها (المجلات العلمية، التقارير.... )
المراجع الإلكترونية ، مواقع الانترنيت

Course Description Form

Course Name:
syllabus and book analysis
Course Code:

Semester / Year:
1st term 2025-2026 (second class(
Description Preparation Date:
2/9/2025
Available Attendance Forms:
inside department halls
Number of Credit Hours (Total) / Number of Units (Total)
30hours /2 units
Course administrator's name (mention all, if more than one name)
Name: lecturer. eman ghanim ismaeel Email: eman.al-dabbagh@uomosul.edu.iq
Course Objectives
Course Objectives Student know most important related terminologies , importance of curriculum in realizing pedagogical goals					Goals : to know factors affecting planning curriculum , their building , planning , know elements and types of curriculum
Teaching and Learning Strategies
Strategy		Dialogue and debate
Course Structure
Week	Hours		Required Learning Outcomes		Unit or subject name	Learning method	Evaluation method
First	2 hours		Know what traditional curriculum and new mean , criticism for traditional and features on new one		Concept of curriculum	Dialogue and debate	Daily exam
Second	2 hours		Know importance and goals of curriculum		Concept of curriculum	Dialogue and debate	Daily exam
Third	2 hours		Philosophic bases of curriculum		bases of curriculum	Dialogue and debate	Daily exam
Fourth	2 hours		Intellectual base and its contents		bases of curriculum	Dialogue and debate	Daily exam
Fifth	2 hours		Know developmental psychological base and most important		bases of curriculum	Dialogue and debate	Daily exam
sixth	2 hours		Know behavioural goals and how to form them Know how to classify educational goals like bloom		Curriculum elements	Dialogue and debate	Daily exam
seventh	2 hours		Know content of curriculum		Curriculum elements	Dialogue and debate	Daily exam
eighth	2 hours		Know types of curriculums		types of curriculums	Dialogue and debate	Daily exam
Ninth	2 hours		Know wide aspects curriculum Its pros and cons		types of curriculums	Dialogue and debate	Daily exam
tenth	2 hours		Know activity curriculum its pros and cons		types of curriculums	Dialogue and debate	Daily exam
eleventh	2 hours		Identify the advantages and disadvantages of the broad-field approach		types of curriculums	Dialogue and debate	Daily exam
twelevth	2 hours		Know syllabus , definition features and affective syllabus Know e-book and its importance for teacher and student		textbook	Dialogue and debate	Daily exam
thiuerteen	2 hours		Know differences between syllabus and e-book		textbook	Dialogue and debate	Daily exam
Mid term exam
Course Evaluation
Distributing the score out of 100 according to the tasks assigned to the student such as daily preparation, daily oral, monthly, or written exams, reports .... etc (Final exam score 60) (Term Exam Grade (Monthly exam, daily exam, attendance, and participation in the classroom 40)
Learning and Teaching Resources
Required textbooks (curricular books, if any)				Nothing
Main references (sources)				Relevant resources
Recommended books and references (scientific journals, reports...)				Nothing
Electronic References, Websites				Nothing

Course Description Form

Course Name:
syllabus and book analysis
Course Code:

Semester / Year:
2nd term 2025-2026 (third class(
Description Preparation Date:
2/2/2026
Available Attendance Forms:
inside department halls
Number of Credit Hours (Total) / Number of Units (Total)
30hours /2 units
Course administrator's name (mention all, if more than one name)
Name: lecturer. eman ghanim ismaeel Email: eman.al-dabbagh@uomosul.edu.iq
Course Objectives
Course Objectives Student know most important related terminologies , importance of curriculum in realizing pedagogical goals					Goals : to know factors affecting planning curriculum , their building , planning , know elements and types of curriculum
Teaching and Learning Strategies
Strategy		Dialogue and debate
Course Structure
Week	Hours		Required Learning Outcomes		Unit or subject name	Learning method	Evaluation method
First	2 hours		Know what traditional curriculum and new mean , criticism for traditional and features on new one		Concept of curriculum	Dialogue and debate	Daily exam
Second	2 hours		Know importance and goals of curriculum		Concept of curriculum	Dialogue and debate	Daily exam
Third	2 hours		Philosophic bases of curriculum		bases of curriculum	Dialogue and debate	Daily exam
Fourth	2 hours		Intellectual base and its contents		bases of curriculum	Dialogue and debate	Daily exam
Fifth	2 hours		Know developmental psychological base and most important		bases of curriculum	Dialogue and debate	Daily exam
sixth	2 hours		Know behavioural goals and how to form them Know how to classify educational goals like bloom		Curriculum elements	Dialogue and debate	Daily exam
seventh	2 hours		Know content of curriculum		Curriculum elements	Dialogue and debate	Daily exam
eighth	2 hours		Know types of curriculums		types of curriculums	Dialogue and debate	Daily exam
Ninth	2 hours		Know wide aspects curriculum Its pros and cons		types of curriculums	Dialogue and debate	Daily exam
tenth	2 hours		Know activity curriculum its pros and cons		types of curriculums	Dialogue and debate	Daily exam
eleventh	2 hours		Identify the advantages and disadvantages of the broad-field approach		types of curriculums	Dialogue and debate	Daily exam
twelevth	2 hours		Know syllabus , definition features and affective syllabus Know e-book and its importance for teacher and student		textbook	Dialogue and debate	Daily exam
thiuerteen	2 hours		Know differences between syllabus and e-book		textbook	Dialogue and debate	Daily exam
Mid term exam
Course Evaluation
Distributing the score out of 100 according to the tasks assigned to the student such as daily preparation, daily oral, monthly, or written exams, reports .... etc (Final exam score 60) (Term Exam Grade (Monthly exam, daily exam, attendance, and participation in the classroom 40)
Learning and Teaching Resources
Required textbooks (curricular books, if any)				Nothing
Main references (sources)				Relevant resources
Recommended books and references (scientific journals, reports...)				Nothing
Electronic References, Websites				Nothing

Course Description Form

Course Name:
specialized methodologies
Course Code:

Semester / Year:
2nd term 2025-2026 (fourth class(
Description Preparation Date:
2/9/2025
Available Attendance Forms:
inside department halls
Number of Credit Hours (Total) / Number of Units (Total)
39hours /3 units
Course administrator's name (mention all, if more than one name)
Name: lecturer. eman ghanim ismaeel Email: eman.al-dabbagh@uomosul.edu.iq
Course Objectives
Course Objectives					* Introduce students to educational unit , educational expertise , know methods used to teach kindergarten children How to plan , write daily and weekly teaching plan followed in kindergarten
Teaching and Learning Strategies
Strategy		Dialogue and debate
Course Structure
Week	Hours		Required Learning Outcomes		Unit or subject name	Learning method	Evaluation method
First	3 hours		Know concept of educational unit , features , philosophical bases Know features of educational units		educational unit	Dialogue and debate	Daily exam
Second	3 hours		Know methods based on oral skills and stories		Storytelling Methods Learning	Dialogue and debate	Daily exam
Third	3 hours		Know teacher centered methods Know child centered methods ( play-computers-cooperative learning role play		Teaching Methods	Dialogue and debate	Daily exam
Fourth	3 hours		mimic-imitation and exploration)		Teaching Methods	Dialogue and debate	Daily exam
Fifth	3 hours		How to organize class environment according to pedagogical bases Know importance of field trips			Dialogue and debate	Daily exam
sixth	3 hours		Know importance of field trips Know most important chid’s programs (programmed-open ended-child centered-cognitively guided-sensual programs)		Internationally Accredited Programs	Dialogue and debate	Daily exam
seventh	3 hours		How to organize the classroom environment based on learning corners		Hubs Field Trips	Dialogue and debate	Daily exam
eighth	3 hours		Science Corner as a Model			Dialogue and debate	Daily exam
Ninth	3 hours		The Importance of Field Trips and How to Plan a Field Trip for Children		Field Trips	Dialogue and debate	Daily exam
tenth	3 hours		Know most important chid’s programs (programmed-open ended-child centered-cognitively guided-sensual programs			Dialogue and debate	Daily exam
eleventh	3 hours		Planning in kindergarten		Planning in kindergarten	Dialogue and debate	Daily exam
twelevth	3 hours		Planning in kindergarten		Planning in kindergarten	Dialogue and debate	Daily exam
thiuerteen	3 hours		Planning in kindergarten		Planning in kindergarten	Dialogue and debate	Daily exam
Mid term exam
Course Evaluation
Distributing the score out of 100 according to the tasks assigned to the student such as daily preparation, daily oral, monthly, or written exams, reports .... etc (Final exam score 60) (Term Exam Grade (Monthly exam, daily exam, attendance, and participation in the classroom 40)
Learning and Teaching Resources
Required textbooks (curricular books, if any)				Nothing
Main references (sources)				Relevant resources
Recommended books and references (scientific journals, reports...)				Nothing
Electronic References, Websites				Nothing

Course Description Form

Course Name:
Learning Psychology
Course Code:

Semester / Year:
1st term 2025-2026 Second year
Description Preparation Date:
2/9/2025
Available Attendance Forms:
in halls
Number of Credit Hours (Total) / Number of Units (Total)
30 hours / 2 units
Course administrator's name (mention all, if more than one name)
Name: lecturer. eman ghanim ismaeel Email: eman.al-dabbagh@uomosul.edu.iq
Course Objectives
Course Objectives						Understand the importance of the learning and teaching process... Understand the most important learning theories... Pavlov's theory, Skinner's theory, Thorndike's theory.....
Teaching and Learning Strategies
Strategy		Dialogue and discussion – solving problems
Course Structure
Week	Hours		Required Learning Outcomes	Unit or subject name			Learning method	Evaluation method
First	2		Understanding the meaning of learning and teaching, and the key differences between them	Learning-Definition - What it is			Dialogue and discussion	Daily exam
Second	2		Thorndike's Theory	Thorndike's Theory			Dialogue and discussion	Daily exam
Third	2		Laws of the Theory - Educational Applications	Thorndike's Theory			Dialogue and discussion	Daily exam
Fourth	2		Skinner's Theory	Skinner's Theory			solving problems	Daily exam
Fifth	2		Components of the Theory	Skinner's Theory			Dialogue and discussion	Daily exam
Sixth	2		Laws of the Theory - Schedules of Reinforcement	Skinner's Theory			Dialogue and discussion	Daily exam
Seventh	2		Educational Applications	Skinner's Theory			solving problems	Daily exam
Eighth	2		Pavlov's theory Components of the Theory	Pavlov's theory			solving problems	Daily exam
Ninth	2		Laws of the Theory - Educational Applications	Pavlov's theory			Dialogue and discussion	Daily exam
Tenth	2		Gestalt's theory Theoretical concepts Kohler experiments	Gestalt's theory			Dialogue and discussion	Daily exam
eleventh	2		Bandura's Theory Assumptions of the Theory Outcomes of Observational Learning	Bandura's Theory			solving problems	Daily exam
Midterm exam
Course Evaluation
Distributing the score out of 100 according to the tasks assigned to the student such as daily preparation, daily oral, monthly, or written exams, reports .... etc (Final exam score 60) (Term Exam Grade (Monthly exam, daily exam, attendance, and participation in the classroom 40)
Learning and Teaching Resources
Required textbooks (curricular books, if any)					Nothing
Main references (sources)					Relevant resources
Recommended books and references (scientific journals, reports...)					Nothing

Course Description Form

Course Name:
social uprising
Course Code:

Semester / Year:
2nd term 2025-2026 ( first class(
Description Preparation Date:
2/2/2026
Available Attendance Forms:
inside department halls
Number of Credit Hours (Total) / Number of Units (Total)
39hours /3 units
Course administrator's name (mention all, if more than one name)
Name: lecturer. eman ghanim ismaeel Email: eman.al-dabbagh@uomosul.edu.iq
Course Objectives
Course Objectives					Current curriculum aims to teach students of uprising and how to change this being from biological into social one. uprising begins since birth and reach its peak ring during childhood..... *how a child reacts with his surroundings how to behave on certain standards, rules and regulations that he belongs to , child’s behaviour must coincide with society’s expectations.....
Teaching and Learning Strategies
Strategy		Dialogue and debate
Course Structure
Week	Hours		Required Learning Outcomes		Unit or subject name	Learning method	Evaluation method
First	3 hour		Know meaning of social uprising-its importance and goals		Concept of social uprising	Dialogue and debate	Daily exam
Second	3 hours		Know most important sources		Sources of social	Dialogue and debate	Daily exam
Third	3 hours		of social uprising : environment-gemology-maturity-learning		Concept of social uprising	Dialogue and debate	Daily exam
Fourth	3 hours		Know steps of social uprising made by parsons		Social uprising in Islam	Dialogue and debate	Daily exam
Fifth	3 hours		Know fields-aspects-and features of social uprising in islam know role of family		Social uprising in Islam	Dialogue and debate	Daily exam
sixth	3 hours		peers-worship houses-media in social uprising		Socialization institutions	Dialogue and debate	Daily exam
seventh	3 hours		Know role of kindergarten in social uprising		Socialization institutions	Dialogue and debate	Daily exam
Eighth	3 hours		Know theoretical base of social uprising		Theories explaining social uprising	Dialogue and debate	Daily exam
Ninth	3 hours		Theory of social role -social contract		Theories explaining social uprising	Dialogue and debate	Daily exam
tenth	3 hours		Psychological analysis theory		Theories explaining social uprising	Dialogue and debate	Daily exam
eleventh	3 hours		Theory of social psychological growth in explaining social uprising		Theories explaining social uprising	Dialogue and debate	Daily exam
twelevth	3 hours		Know parental methods in social uprising			Dialogue and debate	Daily exam
Mid term exam
Course Evaluation
Distributing the score out of 100 according to the tasks assigned to the student such as daily preparation, daily oral, monthly, or written exams, reports .... etc (Final exam score 60) (Term Exam Grade (Monthly exam, daily exam, attendance, and participation in the classroom 40)
Learning and Teaching Resources
Required textbooks (curricular books, if any)				Nothing
Main references (sources)				Relevant resources
Recommended books and references (scientific journals, reports...)				Nothing
Electronic References, Websites				Nothing

Course Description Form

Course Name:
Psychology of teaching classroom thinking
Course Code:

Semester / Year:
Second semester, academic year 2025-2026
Description Preparation Date:
19-2-2026
Available Attendance Forms:
My presence
Number of Credit Hours (Total) / Number of Units (Total)
60 study hours / 3 units
Course administrator's name (mention all, if more than one name)
Name: DR.RAHMA SHAKIR MAHMOOD Email: rahma .aljawary@uomosul.edu.iq
Course Objectives
Course Objectives					1. To identify the teaching practices implemented by the teacher in the classroom to achieve learning objectives. 2. To familiarize student teachers with the diversity of teaching methods according to learners' abilities and needs. 3. To demonstrate to student teachers that thinking is a skill that can be learned and taught. 4. To prepare teachers capable of facing life's problems and dealing with its challenges with awareness and flexibility. 5. To ensure the continuous professional development of teachers in the field of educational psychology, as this is essential for the successful teaching of thinking skills.
Teaching and Learning Strategies
Strategy		Lecture, brainstorming, cooperative learning, group learning, blended learning, field visits.
Course Structure
Week	Hours		Required Learning Outcomes			Unit or subject name	Learning method	Evaluation method
First	4		Understanding the concepts of learning, teaching, classroom learning, and the classroom as a cognitive-psychological environment			Learning, teaching, and classroom learning ;and the classroom as a cognitive-psychological environment.	The lecture
Second	4		Understanding classroom management skills, the art of teaching, and the standards of a good teacher.			Classroom management, the art of teaching, and the standards of a good teacher	The lecture
Third	4		Understanding the classroom cognitively and perceptually Understanding the Bruner and Gagné models			The Concept of the Classroom: Cognitive and Perceptual Aspects Bruner's Model and Gagné's Model	Learning in groups
Fourth	4		Understanding Karl's model Understanding Ausubel's model			Carl's model Ausbel's model	Brainstorming
Fifth	4		Understanding Piaget's model Understanding blended learning			(Piaget's model) Blended learning	cooperative learning
Sixth	4		Understanding the online classroom			the importance of the online classroom	blended learning
Seventh	4		Identifying the enriching links to the learning and teaching process			the enriching links to the learning and teaching process	blended learning
Eighth	4		Understanding online tests and their design methods			Electronic tests and their design methods	Group learning
Ninth	4		Knowing learning to think			learning to think	Brainstorming
Tenth	4		Understanding the importance of learning to think			The importance of learning to think	Learning in groups
Eleventh	4		Understanding thinking patterns			Thinking patterns	Brainstorming
Twelfth	4		Understanding the MAT4 model			mat4 model	Group learning
Thirteenth	4		Understanding the SCAMPER model			SCAMPER model	Learning in groups
Fourteenth	4		Understanding Kolb's model			Kolb's model	Brainstorming
Fifteenth	4		Practical applications of thinking skills learning models and tests			Practical applications of thinking skills learning models and tests	Field visits
Course Evaluation
- Final exams: (Grade assigned) 60 marks - Term and monthly exams: (Grade assigned) 10 marks - Daily or weekly quick quizzes: (Grade assigned, if applicable) 5 marks - Assignments, reports, class participation, and presentations (seminars): (Give marks if applicable) 10 marks - Other activities: (Give marks if applicable, specifying the activity) Three field visits to partner schools: 15 marks Note: The total marks for all items must be 100
Learning and Teaching Resources
Required textbooks (curricular books, if any)				nothing
Main references (sources)				1. Al-Zaghoul, Emad Abdul Rahim (2010) The Psychology of Classroom Teaching, Dar Al-Masirah for Printing and Publishing, Amman, Jordan. 2. Al-Arnusi, Diaa Owaid (2019) The Psychology of Classroom Learning, Dar Safaa for Publishing and Distribution, Amman, Jordan. 3. Al-Tamimi, Raed Ramthan Hussein and Othman Saadoun Jassim (2026) The Psychology of Teaching Thinking in the Classroom, Dar Al-Sadiq Cultural Foundation, Babylon, Iraq.
Recommended books and references (scientific journals, reports...)
Electronic References, Websites

Understanding the concepts of learning, teaching, classroom learning, and the classroom as a cognitive-psychological environment

Learning, teaching, and classroom learning ;and the classroom as a cognitive-psychological environment.

The lecture

Understanding classroom management skills, the art of teaching, and the standards of a good teacher.

Classroom management, the art of teaching, and the standards of a good teacher

The lecture

Understanding the classroom cognitively and perceptually

Understanding the Bruner and Gagné models

The Concept of the Classroom: Cognitive and Perceptual Aspects

Bruner's Model and Gagné's Model

Learning in groups

Understanding Karl's model

Understanding Ausubel's model

Carl's model

Ausbel's model

Brainstorming

Understanding Piaget's model

Understanding blended learning

(Piaget's model)

Blended learning

cooperative learning

Understanding the online classroom

the importance of the online classroom

blended learning

Identifying the enriching links to the learning and teaching process

the enriching links to the learning and teaching process

blended learning

Understanding online tests and their design methods

Electronic tests and their design methods

Group learning

Knowing learning to think

learning to think

Brainstorming

Understanding the importance of learning to think

The importance of learning to think

Learning in groups

Understanding thinking patterns

Thinking patterns

Brainstorming

Understanding the MAT4 model

mat4 model

Group learning

Understanding the SCAMPER model

SCAMPER model

Learning in groups

Understanding Kolb's model

Kolb's model

Brainstorming

Practical applications of thinking skills learning models

and tests

Practical applications of thinking skills learning models

and tests

Field visits

- Final exams: (Grade assigned) 60 marks

- Term and monthly exams: (Grade assigned) 10 marks

- Daily or weekly quick quizzes: (Grade assigned, if applicable) 5 marks

- Assignments, reports, class participation, and presentations (seminars): (Give marks if applicable) 10 marks

- Other activities: (Give marks if applicable, specifying the activity) Three field visits to partner schools: 15 marks

Note: The total marks for all items must be 100

1. Al-Zaghoul, Emad Abdul Rahim (2010) The Psychology of Classroom Teaching, Dar Al-Masirah for Printing and Publishing, Amman, Jordan.

2. Al-Arnusi, Diaa Owaid (2019) The Psychology of Classroom Learning, Dar Safaa for Publishing and Distribution, Amman, Jordan.

3. Al-Tamimi, Raed Ramthan Hussein and Othman Saadoun Jassim (2026) The Psychology of Teaching Thinking in the Classroom, Dar Al-Sadiq Cultural Foundation, Babylon, Iraq.