At Shahid Mahdavi Educational Complex, we aim to nurture faithful learners who are independent, reflective, social, responsible, and self-confident, through a holistic education that promotes hard work, joy and balance. Having common effort and rich enthusiasm, deep rooted and firm goals to achieve. Today in our school we represent a leading pioneer in curriculum and instruction in all aspects which is always trying to provide the best training for the students. A kind of education that follows the inner voice of the students: “Learning to grow, growing to learn.”
Our consistency on our common, idealistic vision has now led to a complex with 320 colleagues in 17,500 square meter of training space, facilitating the path for more than 1500 students from kindergarten to Pre University to be nurtured in direction of prosperity. From the very beginning of our mission , we were thinking of a holistic education beyond the books with an inquiry based approach; and all the school facilities have played a crucial role in fulfilling our curriculums. IB:
There is an increasing emphasis on connectedness in education, on the need to fit academic studies into a human and global context. The reality of our interconnected 21st‑century world, our information society, is causing many educators to rethink and re-evaluate what is important and what we should be teaching in our schools. We are also recognizing the need to prepare students for the social and moral challenges that await them in such a complex world. The traditional academic disciplines alone will not prepare our young people for such challenges. Our students must develop the necessary skills, habits of mind and the moral and ethical values to be able to understand and manage the interconnectivity and complexity of the modern world. The International Baccalaureate programs offer a design for curriculum and instruction that is more challenging than traditional models, which can produce deeper intellectual and emotional engagement in learning. The concept-based design is fully supported by cognitive and learning research. When information today is a click away on a computer keyboard, the use of classroom time must shift focus from covering and memorizing information to thinking with and applying knowledge at both the factual and conceptual levels. Thinking deeply with factual knowledge and concepts to communicate ideas and solve problems, transferring knowledge across distinct global contexts and situations, and seeing patterns and connections between concepts, ideas and situations are at the heart of concept-based teaching and learning. Factual coverage can open the door to deeper thinking and understanding.
