The Urdu Design Lead will drive the finalization and production oversight of TCF’s Nursery Urdu learning resources for TCF Primary Schools with Nursery —including student workbooks, supplementary storybooks, and comprehensive Teacher Guides (TGs)—for rollout in the 2028–2029 academic year.

Additionally, the role leads the critical curriculum transition strategy, designing training frameworks, facilitator guides, and orientation modules to successfully phase out the Dastras curriculum and implement TCF’s mainstream Urdu language curriculum across Nursery, Kindergarten, and Grade 1 in the relevant schools. Beyond core curriculum development, the role oversees business-as-usual e.g., quality assurance for Urdu internal and external assessment instruments across primary grades.

A. Nursery Urdu Curriculum & Resource Development (2028–29 Rollout)
▪ Student Learning Materials: Lead the end-to-end review and refinement of draft Nursery Urdu student materials (workbooks & storybooks) to achieve print-ready status. Ensure strict pedagogical alignment with TCF’s mainstream Urdu Student Learning Outcomes (SLOs), age appropriateness, linguistic precision, and visual consistency across illustrations and layouts.
▪ Teacher Guides (TGs): Conceptualize, write, and structure the accompanying Nursery Urdu Teacher Guide, integrating explicit pedagogical routines, time-on task guidance, differentiated learning strategies, and daily lesson plans.
▪ Cross-Functional Production Management: Coordinate directly with graphic designers, illustrators, desktop publishers, and the Academic Planning team to maintain release schedules and meet print-production deadlines.
▪ Nursery Urdu Syllabus Break-up Design for AY 2028–29 in collaboration with Academic Planning Team.

B. Curriculum Transition & Field Capacity Building (Nursery – Grade 1)
▪ Transition Strategy: Design a structured orientation and training package to transition schools seamlessly from the Dastras curriculum to TCF’s mainstream Urdu framework across Nursery, KG, and Grade 1 in the schools with Nursery.
▪ Training Artifacts: Author comprehensive facilitator guides, teacher training modules, video/visual aids, and field support toolkits tailored for master trainers, school leaders, and classroom teachers.

C. Sustenance & Management of Assigned Business-as-Usual Tasks
e.g.
▪ Assessment Tools Review & Feedback: Support primary grade Urdu assessment design by reviewing and providing technical feedback on mid-term, annual, and external standardized test papers.

What Success Looks Like
▪ The Nursery Urdu student learning materials are finalised to print-ready quality, and the accompanying TGs are designed and ready for rollout in 2028–29.
▪ The Dastras curriculum is phased out, and training packages for teachers’ and management staff orientation to implement TCF’s mainstream Urdu curriculum in Nursery, KG and Grade I in schools with Nursery.
▪ Primary Urdu assessment tools are reviewed on time, with clear and useful feedback.

▪ Strong knowledge of early language acquisition, emergentliteracy, and age-appropriate language and reading pedagogy.
▪ Understanding of early-years curriculum & resource material design and transitions, and how to support teachers in adopting a new curriculum and materials.
▪ Ability to independently lead workstreams and deliver high quality outputs on time.
▪ Strong verbal and written communication skills in Urdu and English.
▪ Strong attention to detail and ability to identify gaps and opportunities for improvement.
▪ Strong proficiency in Microsoft Word and Excel.

Graduation, preferably in Education or a related field – Master’s Degree preferred
Certification in Early Childhood Education (ECE) is an added advantage

3+ Years’ experience in designing & developing Curriculum and Teaching & Learning Resources preferable for Early Grades.