From "Treasure Map" to Parental Satisfaction

On the third day of the specialized workshop, "The New Curriculum Ecosystem in the First Primary Education Period," two implementers of the experimental program in schools across Tehran shared their field experiences with the new learning packages. These experiences detailed a journey from overcoming initial doubts to fostering active learning and achieving family satisfaction.

According to the Public Relations and International Affairs of the Educational Research and Planning Organization, during one of the specialized workshops on the third day, Fatemeh Saoodi, a first-grade teacher at Hazrat Masoumeh (PBUH) Elementary School in Shahr-e Rey, and Maryam Irani, principal of Sattar Khan Elementary School in District 2 of Tehran, discussed their practical experiences implementing the experimental "New Curriculum Ecosystem" program in their respective schools.

Play, the Starting Point for Change in First Grade

Fatemah Saoodi, referring to the perennial challenge of group work in the first grade, said: "In previous years, it was usually difficult for students to arrange group tables and participate in collaborative activities until the middle of the academic year. However, through 'Treasure Map' games and targeted activities, cooperation became an enjoyable experience for the children."

She added: "To address parental concerns, we prepared photos and videos of the game implementation process and presented them as a visual report at the parents' meeting. Witnessing the children's direct participation in group activities alleviated many worries."

The first-grade teacher continued: "One mother told me that her child suggested they make lunch 'together' at home, just like they do at school. This shows that the spirit of participation and problem-solving has also transferred to the home."

School Management: From Engaging Families to Strengthening the School Council

Following this, Maryam Irani, principal of Sattar Khan Elementary School in Tehran's District 2, shared her management experience in implementing the plan. She highlighted the importance of early communication with families, stating: "From the time of registration, we informed parents about the experimental implementation of the new curriculum program for the first grade. Before the start of the academic year, we held explanatory sessions and Q&A meetings."

She added: "The 'Teacher and Parent Guidebook' played a significant role in convincing families. Many questions were answered by simply consulting this guide, and some parents even assisted in explaining the program within school groups by producing visual content."

Clear Timetabling; Reducing Colleagues' Concerns

The principal of Sattar Khan Elementary School identified the clear allocation of specific times for activities as a strength of the new ecosystem. She stated: "Previously, some supplementary educational programs were sidelined due to time constraints. However, by dedicating specific slots in the weekly schedule, the coordinated execution of activities has now become possible."

She also pointed to the role of the "educational guide" in the school, saying: "The presence of an educational guide was an opportunity for us. The guide was present in all three first-grade classes, shared experiences, and participated in school council meetings. This collaboration led to greater cohesion and faster problem-solving."

Continuous Feedback and Direct Communication with Authors

Irani noted the school's continuous communication with the Educational Research and Planning Organization during this experimental implementation phase: "Weekly reports are sent by teachers, and feedback is received. In cases where colleagues had concerns about an activity, direct contact was established with the authors."

She emphasized: "Experimental implementation means there is room for correction and improvement, and this two-way interaction is reassuring."

Promising Signs in the Classroom

The principal of Sattar Khan Elementary School stated that the classroom atmosphere is dynamic and vibrant: "Despite the class sizes, students are well-engaged in activities, and family satisfaction is evident. To such an extent that one family, despite relocating, chose to keep their child enrolled in this same school."

She added: "What we have seen so far from the experimental implementation of the school curriculum includes increased student motivation, participation, and self-confidence."