Primary school (GDR)
The primary school was to 1959 within the educational system of the GDR a single, eight-year Community School, de facto, without differentiation, so that the whole class was preserved from the first to the eighth grade.
With the law for the democratization of the German school , the elementary school was anchored in 1946 as the second level or elementary level of the democratic unified school . In the reform-intensive phase of the 1950s, control work and transfer audits were written. At the end of the eighth grade, the final examination or the school leaving certificate, which today corresponds to a qualifying secondary school leaving certificate in the ninth grade, took place. Successful completion of elementary school entitles them to start an apprenticeship and study at a technical college. Good grades at the end of elementary school were a necessary, but not sufficient, prerequisite for entering secondary school. In 1959, the elementary school became part of the ten-class general polytechnic high school .
The historic way of primary school
The structure of the elementary school as the elementary level of the single school
The Act on the democratization of the German school, the eight-year primary school replaced by 1 September 1946, the old structured school system from elementary school , elementary school , middle school , higher school and junior high school , and became thus the newly created core component of comprehensive school . Furthermore, on September 1, 1946, completely new curricula and new timetables were put into effect by the SMAD . Measured against the difficulty of the task of drawing up appropriate curricula for the entire school system, the time available from autumn 1945 to summer 1946 was only short.
Nevertheless, the development process itself, the structural-political philosophy behind it and the systemic approach to curriculum design should determine the direction of the GDR's educational policy:
School policy was based on the KPD's school policy concepts that had been drawn up in Moscow before the end of the war . In the version of the action program of the bloc of militant democracy of the KPD completed by Anton Ackermann at the end of October 1944 , 35 out of 124 points were in the subject area of popular education and culture . In it, the eight-year unified school (in the form of a four-year elementary school followed by a four-year unified elementary school) was defined as the KPD's goal for the first time. With this the KPD had moved away from far more radical demands from the Weimar Republic and had moved closer to social democratic positions. With this, the KPD is already preparing a possible compromise with the SPD on school issues and at the same time orientated itself on the Soviet model without copying it (in the Soviet Union there was a seven-year primary school in the countryside and a nine-year in the city since 1942).
Not the ministries of education in the newly created federal states , but a central authority, the German Central Administration for National Education (DZfV) in the Soviet zone of occupation in Germany - later the Ministry for National Education of the German Democratic Republic - was in charge of creating the curricula. In this way the participation or control of the state parliaments was prevented.
At the DZfV, the school reform was prepared since September 29, 1945 in the committee for the single school . The ten members (with the exception of Kurt Landsberg (CDU, later switched to the SPD), all social democrats and communists) (with the exception of Landsberg and Erich Thaus (SPD), who wanted a six-year elementary school), supported the eight-year standard school according to the program of their parties . The SMAD then submitted a draft of the “Law for the Democratization of German Schools” in December 1945, which corresponded to the ideas of the SPD and KPD. On February 5, 1946, the draft was sent to the state and provincial administrations and the parties. The CDU in particular criticized the draft. Despite massive pressure from the occupying power, z. B. the CDU Thuringia to endorse the law. Despite the criticism, the law came into force in May / June 1946.
The curriculum that was drawn up was seen as a first summary of the new teaching that later had to be improved. That is why the school administrations and all representatives of the teaching staff were called upon to exchange their experiences with the clerks of the central administration and to discuss with them the improvement of the curricula. This kind of feedback, from everyday school life with the teaching in school life back to the ministry, would become a continuous element of East German educational policy.
In terms of planning, the curricula of spring 1946 were astonishingly close to the later curriculum of the GDR school. The lines of a commented, explanatory, generally binding and planned instruction of the lessons were clearly highlighted and showed the future of East German didactics. The curricula determined the knowledge and skills that the student had to achieve at the respective grade level in order to develop his skills as widely as possible. The construct of all-roundness and the extremely high value of comprehensive general education has already been shown.
In particular, the curricula had to ensure the unity of the teaching objectives in all primary schools and in all teaching areas. They were not a rigid scheme that was imposed on the lessons from the outside, but were intended to be an expression of the internal conditions of teaching and learning in the primary school. Its purpose was to point the direction of the lessons and to regulate them according to the objective, process and timing, as it primarily corresponded to the structure of the school system, the curriculum and the development of the student. The curricula were therefore granted regularity, so that they were mandatory for all teachers and students. The anchoring of such a claim, that the curriculum of a subject should not only be geared towards the child's growing up, but also appropriately to the structure and needs of the school system as well as the peculiarities of the knowledge imparted, stood out significantly from the West German curriculum policy of framework plans and competencies. In this way the curriculum rose to a dominant position from which it would not be torn until the political turning point in 1989/90. The introduction of the integrated school therefore also initiated the change of the East German teacher from didactic to methodologist, because didactics - what is being taught? - was determined by the curriculum.
In the conferences on the preparation of the curriculum, it was affirmed that, after the decline in knowledge under the National Socialist tyranny, young people absolutely had to acquire secure and orderly skills, but that it should not be forgotten that in the course of education of the pupil the awakening and enhancement of his intellectual powers was just as necessary like the acquisition of knowledge and skills. This means that the later important element of the GDR school of turning to broad, application-ready knowledge and the ability to classify knowledge across knowledge systems was established by the 1946 School Act.
Nevertheless, the majority of the curricula stood on their own, although a great deal of effort was made to coordinate the subjects. However, the time frame turned out to be far too short and there was a lack of concrete ideas as to how scheduled lessons could be designed across didactic aspects. This problem turned out to be a lengthy process and could not be solved until 1959 with the first curriculum of the polytechnic high school.
Basic features of the lesson, timetable 1949
The first lesson table in elementary school gave the student a lot of freedom. The foreign language begun in grade 5 could be Russian, English or French. In the seventh and eighth school year, a differentiated course system expanded and deepened the requirements of the lesson table:
- the linguistically gifted (so-called A classes ) were given six hours each in the second foreign language; there were two hours of German language and two hours of work
- For those gifted in mathematics and science (so-called B classes ), two more hours of science lessons were given and instead of the five hours of mathematics of the core lessons, five hours of mathematics were given in the course instruction according to special curricula
- for the students who strive for the old language (so-called C-classes ) the same applied as in the A-classes, whereby the second foreign language had to be Latin
Natural history was not taught in an interdisciplinary manner, but the natural history lessons were assigned to the subjects of physics, chemistry and biology according to the specifications in the curriculum. At this point, the tradition was already shaped that biology began for all children in the fifth grade, followed by physics in the sixth grade and chemistry in the seventh grade. Geography was considered a natural science because the elements of physical geography predominated. Local studies as a subject did not exist, but was intended as a way of structuring lessons. Students should be introduced to their homeland in a number of ways. For this purpose, local history curriculum was embedded in several subjects, especially in the German language.
Timetable
arranged in
| class | 1 | 2 | 3 | 4th | 5 | 6th | 7th | 8th | |
| German language | 8th | 12 | 13 | 14th | 6th | 6th | 6th | 6th | |
| foreign language | - | - | - | - | 6th | 6th | 5 | 5 | |
| Arithmetic / mathematics | 4th | 4th | 6th | 6th | 6th | 6th | 5 | 5 | |
| Natural history (physics-chemistry-biology) |
- | - | - | - | 3 | 3 | 3 | 3 | |
| Geography | - | - | - | - | 2 | 2 | 2 | 2 | |
| Works handmade signs |
} | - | - | 3 | 3 | 3 | 3 | 4th | 4th |
| history | - | - | - | - | 2 | 2 | 3 | 3 | |
| music | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Physical education | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Mandatory weekly hours | 16 | 20th | 26th | 27 | 32 | 32 | 32 | 32 |
Forms of primary school
The gradual rebuilding of the school system after 1945 meant that the primary school existed in different forms. The original conception was the fully developed elementary school , in which eight classes were formed, each comprising one year. Furthermore, there were poorly structured elementary schools that included multi-level classes (cross-year classes) and were mainly to be found in rural areas. In the 1950s in particular, great attention was paid to overcoming the poorly structured elementary schools, as teaching in multi-year classes was analyzed as outdated and ineffective. Ideologically hid it from the fact that multi-year classes had characterized the structured school system in rural areas for centuries and were understood as an unjust, reactionary compulsion of the class society. The school statistics in the 1950s provided a lot of evidence that the poorly structured primary schools actually achieved poorer performance and suffered from a slow learning pace compared to the fully developed primary schools. With great effort, all cross-year classes in rural schools were eliminated up until the early 1960s, which resulted in a noticeable improvement in the level of teaching in the rural regions of the GDR. Central schools also existed. Central schools were primary schools in rural areas, which were supposed to eliminate the school network of the structured school system, which was perceived as unjust. In many places, the immediate construction of eight-year elementary schools was logistically not possible because the many types of schools in the structured school system were not available in every village and the school buildings offered too little space. Therefore, the facilities available were converted into central schools, which opened up access to higher education for many children in rural areas in the first place. The central schools were the cornerstone for the dense communal school system of the GDR, which later also had polytechnic secondary schools in most of the small villages and so the way to school was very short for the schoolchildren.
Ten-grade schools began to emerge in 1951 . Ten-grade schools were elementary schools that had added two more years of schooling and had offered the completion of secondary school since 1953 . After new curricula came into force in 1951, the eight-year elementary schools were gradually converted into ten-year schools, and from 1953 should lead to eleven-year schools. The motivation here was the pedagogical experience that a general eight-year schooling was no longer up-to-date and the various forms of expansion of the primary school hindered the centralized control of the overall system. The popular uprising on June 17, 1953, however, led the Ministry of Popular Education to turn away from the eleven-year school before the project had even started, so that it remained with the conversion of the elementary schools into ten-grade schools, and the high school was maintained in parallel.
Timetable for primary school in 1955
instructed in
This was the first time that the subject of local studies was on the timetable. The MfV stipulated in another VuM that local studies had to be given by a lower level teacher and that the subjects German language and local history had to be in one hand due to the close connection between the German language and local history lessons. A far-reaching consequence of this determination was later the local history German lessons at the Polytechnische Oberschule: Local history as a separate subject disappeared (in contrast to the subject matter lessons in the FRG) and was completely absorbed as a discipline in the subject of German language and literature. This amalgamation remained in place until 1990 and only came to an end when the unified school broke up.
| class | 1 | 2 | 3 | 4th | 5 | 6th | 7th | 8th | |
| German language | 8th | 12 | 14th | 12 | 8th | 7th | 6th | 6th | |
| Local lore | - | - | - | 4th | - | - | - | - | |
| Russian | - | - | - | - | 4th | 4th | 4th | 4th | |
| Arithmetic | 5 | 5 | 6th | 6th | 5 | 5 | 5 | 5 | |
| physics | - | - | - | - | - | 2 | 2 | 2 | |
| chemistry | - | - | - | - | - | - | 2 | 2 | |
| biology | - | - | - | - | 2 | 2 | 2 | 2 | |
| Geography | - | - | - | - | 2 | 2 | 2 | 2 | |
| history | - | - | - | - | 2 | 2 | 3 | 3 | |
| Contemporary studies | - | - | - | - | - | - | 1 | 1 | |
| To draw | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |
| singing | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |
| do gymnastics | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |
| Needlework (only for girls) | - | - | 1 | 1 | 1 | 1 | 1 | 1 | |
| Mandatory weekly hours for boys | 17th | 21st | 24 | 26th | 27 | 28 | 31 | 31 | |
| Mandatory weekly lessons for girls | 17th | 21st | 25th | 27 | 28 | 29 | 32 | 32 |
Timetable for the 9th and 10th grade of the ten-grade schools in 1955
instructed in
Those born in 1947 (who started school on September 1, 1953) were the first to have to attend school for ten years. The previous years in the expanded primary schools had the choice of starting their apprenticeship after the 8th grade or of completing the 9th and 10th grades first.
| class | 9 | 10 | |
| German | 5 | 5 | |
| history | 2 | 2 | |
| Russian | 3 | 3 | |
| mathematics | 5 | 5 | |
| physics | 3 | 3 | |
| chemistry | 2 | 3 | |
| biology | 3 | 3 | |
| Geography | 2 | 2 | |
| Works | 3 | 3 | |
| Geometric drawing | - | 1 | |
| shorthand | 1 | 1 | |
| To draw | 1 | - | |
| singing | 1 | - | |
| do gymnastics | 2 | 2 | |
| Mandatory weekly hours | 33 | 33 |
Middle school
In 1955 the MfV decided to designate all schools with a ten-class education program as middle schools . Further conferences and debates then led to the decision to establish a ten-class general secondary school as the basic type of school of the future. The middle schools should emerge from a restructuring of all elementary schools and ten-grade schools. But as early as 1957/58 the middle school was reoriented and equipped with extensive polytechnic lessons. The timetable was supplemented by annual hours for socially useful activity and productive work and introduction to socialist production . After the revanchism dispute in 1957, the minister for public education in Lemmnitz, who had been in office since 1958, decided not to pursue the secondary school system any further, but to gear the entire school system towards high school education for all children, coupled with extensive polytechnology. Work on an extensive curriculum was started, which bundled a number of structural-political and educational ideological ideas and significantly modernized the subject teaching. On September 1, 1959, the new curriculum, including some transitional regulations, came into force for the newly founded Polytechnic High School. With the transition from elementary schools to middle schools and then to high schools, the era of control work and promotion tests also ended .
Timetable for primary and secondary schools in 1956
instructed in
| class | 1 | 2 | 3 | 4th | 5 | 6th | 7th | 8th | 9 | 10 | ||
| German language | 8th | 12 | 14th | 12 | 8th | 7th | 6th | 6th | 5 | 5 | ||
| Local lore | - | - | - | 4th | - | - | - | - | - | - | ||
| Russian | - | - | - | - | 4th | 4th | 4th | 4th | 3 | 3 | ||
| Arithmetic / mathematics | 5 | 5 | 6th | 6th | 6th | 5 | 5 | 5 | 5 | 5 | ||
| physics | - | - | - | - | - | 2 | 2 | 2 | 3 | 3 | ||
| chemistry | - | - | - | - | - | - | 2 | 2 | 2 | 3 | ||
| biology | - | - | - | - | 2 | 2 | 2 | 2 | 3 | 3 | ||
| Geography | - | - | - | - | 2 | 2 | 2 | 2 | 2 | 2 | ||
| Works | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | ||
| Technical drawing | - | - | - | - | - | - | - | - | 1 | 1 | ||
| history | - | - | - | - | 1 | 2 | 3 | 3 | 2 | 2 | ||
| Contemporary studies | - | - | - | - | - | - | 1 | 1 | - | - | ||
| Drawing / art history | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||
| Singing / music | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||
| do gymnastics | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | ||
| Needlework | - | - | 1 | 1 | 1 | 1 | - | - | - | - | ||
| Mandatory weekly hours | 18th | 22nd | 26th | 28 | 30th | 31 | 33 | 33 | 32 | 33 | ||
| Sports and game afternoons | - | - | - | - | - | 2 | 2 | 2 | 2 | 2 | ||
| optional lessons | ||||||||||||
| shorthand | - | - | - | - | - | - | - | - | 1 | 1 | ||
| Needlework (only for girls) | - | - | - | - | - | - | 1 | 1 | - | - | ||
| Hours per week at most | 18th | 22nd | 26th | 28 | 30th | 33 | 36 | 36 | 35 | 36 | ||
Timetable for primary and secondary schools in 1957
instructed in
| class | 1 | 2 | 3 | 4th | 5 | 6th | 7th | 8th | 9 | 10 | ||
| German language | 8th | 12 | 12 | 12 | 8th | 6th | 6th | 5 | 4th | 4th | ||
| Local lore | - | - | 2 | 4th | - | - | - | - | - | - | ||
| Russian | - | - | - | - | 4th | 4th | 4th | 4th | 3 | 3 | ||
| Arithmetic / mathematics | 5 | 5 | 6th | 6th | 6th | 5 | 5 | 5 | 5 | 5 | ||
| physics | - | - | - | - | - | 2 | 2 | 2 | 3 | 3 | ||
| chemistry | - | - | - | - | - | - | 2 | 2 | 2 | 3 | ||
| biology | - | - | - | - | 2 | 2 | 2 | 2 | 2 | 2 | ||
| Geography | - | - | - | - | 2 | 2 | 2 | 2 | 2 | 2 | ||
| Works | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | ||
| Technical drawing | - | - | - | - | - | - | - | - | 1 | 1 | ||
| history | - | - | - | - | 1 | 2 | 2 | 2 | 2 | 2 | ||
| Citizenship | - | - | - | - | - | - | - | 1 | 1 | 1 | ||
| Drawing / art history | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||
| Singing / music | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | ||
| do gymnastics | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | ||
| Needlework | - | - | 1 | (1) | (1) | (1) | - | - | - | - | ||
| Mandatory weekly hours | 18th | 22nd | 26 M. | 28 M. | 30 M. | 31 M. | 32 | 32 | 32 | 33 | ||
| 25 y | 27 y | 29 y | 30 y | |||||||||
| optional lessons | ||||||||||||
| 2. Foreign language | - | - | - | - | - | - | 3 | 3 | 3 | 2 | ||
| shorthand | - | - | - | - | - | - | - | - | 1 | 1 | ||
| Needlework (only for girls) | - | - | - | - | - | - | 1 | 1 | - | - | ||
| Hours per week at most | 18th | 22nd | 26th | 28 | 30th | 31 | 36 | 36 | 36 | 36 | ||
Elementary school requirements
Behavior of the student
The standardized school of the GDR was not only an institution of knowledge, but also an institution of education. In 1954, the MfV therefore issued an ordinance that clearly stipulated the educational requirements of the school with regard to solid basic skills such as discipline, order, cleanliness, etc.
All students at the German democratic school would want to help build a happy life in their German homeland and should be good students. Every student would therefore have the duty:
- to study hard and persistently and to always do homework independently and carefully
- to attend classes and other school events regularly and on time
- to appear clean, combed, and neatly dressed for class
- bring all necessary books and working material to school in good condition
- to follow the class attentively, not to gossip or to do other things
- keep the student diary clean and conscientious and have it signed by parents at the weekend
- to keep order at his workplace and in the school building
- to follow the instructions of the director and the teacher
- to stand up in response to an answer during class
- To treat everyone working in the school with respect and to greet them politely
- To protect school property as social property, to handle one's own things and those of fellow students with care
- to protect the honor of his class and his school as his own
Violations of these “self-evident norms” were punished and incorporated into the behavioral censorship.
The final exam
The final exam took place at the end of the 8th grade.
The following written work had to be completed under the exam:
- German language (essay) in 180 minutes
- German language (grammar work) in 60 minutes
- Math in 120 minutes
- Russian (translation) in 90 minutes
The following subjects had to be taken orally in the colloquium:
- German language (literature)
- mathematics
- Russian
- history
- Contemporary studies
- Physics or biology
Special rules for passing and failing applied to the final examination. The exams and thus the degree were not passed if an examination was graded 5 or certain constellations of 4 occurred (e.g. mathematics and German, art education and music and another subject, etc.).
Successfully passing the final exam led to graduation. The completion of the eight-year elementary school allowed professional careers like today the secondary school diploma.
Transition to secondary schools
The transition to secondary schools was not uniformly regulated until 1951. In addition to the parents' wish, the results of the final examination played a role in terms of admission to secondary schools. In Mecklenburg-Western Pomerania, for example, the parents' will was the only decisive factor, in Saxony-Anhalt there were some entrance examinations, in Thuringia the origin of the parents also played a role.
For the 1951/1952 school year, uniform guidelines for the transition to secondary schools were created for the first time throughout the GDR. The declared aim was to make access to secondary schools primarily dependent on the parents' origin and only secondarily on school performance. A contingent of 60% (in Saxony even 80%) of the places in secondary schools was reserved for workers 'and farmers' children. The consequence of this regulation was a sharp increase in the number of students enrolled in secondary school by working class children. In February 1951, 45,000 students applied for the 22,000 places in the high schools of the GDR. Due to the quota system, a large number of middle-class students were rejected despite good grades, while working-class children were accepted despite poor grades. A final grade of 1.8 was required on average for admitting a “middle-class” child and 3.2 for a working-class child. There was also a political selection. For example, children of former members of National Socialist organizations, including ordinary members, could be denied access to high school. Excepted from this were those who had become members of the SED.
A flood of objections resulted from this restriction on the right to education . From Saxony alone, over 1450 written objections are documented (of which 1013 were rejected, including 46 children with a grade point average of 1.0). As a result of these parental protests, the regulations for the following year were slightly relaxed and the worker quota was reduced to 50%. Nevertheless, 8,000 students were rejected in the following year despite good grades. The selection of students based on origin and political loyalty remained a hallmark of GDR school policy until the fall of the Berlin Wall .
Individual evidence
- ^ Gert Geißler, History of the School System, pp. 37–41
- ^ Gert Geissler, History of the School System, pp. 42–46
- ^ Gert Geißler, History of the School System, pp. 85–91
-
^ German Central Administration for National Education in the Soviet Zone of Occupation Germany's Law on the Democratization of German Schools
Paragraph 1: Foreword to the law; Paragraph 2: legal text; Appendix: Curriculum with lesson tables
July 1, 1946 - ↑ VuMMfV Lfd. No. 123/55 Instruction on the timetables for general education schools for the school year 1955/56 of August 11, 1955
- ↑ VuMMfV Lfd. No. 100/55 Instruction on the timetable for 9th and 10th grade of the ten-grade school from July 12, 1955
- ↑ VuMMfV Lfd. No. 119/55 Instruction on the designation of the ten- grade schools as middle schools of August 2, 1955
- ↑ VuMMfV Lfd. No. 16/56 Instruction on the timetable of general education schools for the school year 1956/57 of April 4, 1956
- ↑ VuMMfV Lfd. No. 18/57 Instruction on the timetable for general schools of April 4, 1957
- ↑ VuMMfV Lfd. No. 157/54 Instruction on the introduction of rules for students in grades 1 to 8 of the general education schools of the German Democratic Republic of August 19, 1954
- ^ MfV Mecklenburg: "Transition of the pupils from the elementary school to the upper level of the unit school" of September 4, 1948, quoted from Gert Geißler, Geschichte des Schulwesens, page 320
- ^ MfV Sachsen-Anhalt: "Transition of the pupils from the elementary school to the upper level of the unit school" of August 4, 1948, quoted from Gert Geißler, Geschichte des Schulwesens, page 320
- ↑ MfV Thuringia: "Admission to the Oberschulen and Berufsfachschulen" of April 7, 1948, quoted from Gert Geißler, Geschichte des Schulwesens, page 320
- ^ MfV: "Instruction No. 83 for the admission of high school students and ten-year students" from January 15, 1951, quoted from Gert Geißler, Geschichte des Schulwesens, page 321
- ^ Gert Geissler, History of the School System, pp. 320-324
swell
- German Central Administration for Public Education in the Soviet Zone of Occupation Germany's Law on the Democratization of German Schools
Paragraph 1: Foreword to the law; Paragraph 2: legal text; Appendix: Curricula with lesson tables, July 1, 1946 - German Central Administration for National Education in the Soviet Zone of Occupation in Germany Decrees and notices , 1946–1949
- Ministry for Popular Education of the German Democratic Republic Orders and notifications from the Ministry for Popular Education of the German Democratic Republic , 1949–1990
- Ministry of Popular Education and State Secretariat for Vocational Education Decrees and notifications of the Ministry of Popular Education and the State Secretariat for Vocational Education of the German Democratic Republic , 1959–1990
- German Administration for National Education in the Soviet Zone of Occupation Curriculum for elementary and secondary schools in the Soviet Zone of Occupation in Germany , July 1, 1946
- German Administration for Public Education in the Soviet Zone of Occupation Curricula for elementary and secondary schools in the Soviet Zone of Occupation in Germany , July 1947
- Ministry of Public Education of the German Democratic Republic & German Central Pedagogical Institute
Curriculum for Primary Schools , Curriculum for Ten-Year Schools , Curriculum for High Schools , 1951 - Council of Ministers of the German Democratic Republic & Ministry for National Education of the German Democratic Republic
Curriculum of the 10-class general polytechnic secondary school of the German Democratic Republic , 1959 - Council of Ministers of the German Democratic Republic & Ministry for National Education of the German Democratic Republic
Curriculum of the expanded 12-class general polytechnic secondary school of the German Democratic Republic , 1961 - Council of Ministers of the German Democratic Republic & Ministry of National Education of the German Democratic Republic
Curriculum of the 10-class general polytechnic secondary school of the German Democratic Republic , 1964/1971 - Council of Ministers of the German Democratic Republic & Ministry of National Education of the German Democratic Republic
Curriculum of the expanded 12-class general polytechnic secondary school of the German Democratic Republic , 1971 - Council of Ministers of the German Democratic Republic & Ministry of National Education of the German Democratic Republic
Curriculum of the 10-class general polytechnic secondary school of the German Democratic Republic , 1982/1990 - Council of Ministers of the German Democratic Republic & Ministry for National Education of the German Democratic Republic
Curriculum of the extended 12-class general polytechnic secondary school of the German Democratic Republic , 1980/1982/1990
literature
- Gert Geißler, History of the School System in the Soviet Zone of Occupation and in the German Democratic Republic 1945 to 1962, 2000, ISBN 3-631-36445-8