This study aimed to design and validate a curriculum model for social–political education tailored to the characteristics of Iranian upper elementary school students. This applied study employed an exploratory mixed-methods design. In the qualitative phase, data were collected through the analysis of upstream policy documents, authoritative academic sources, and semi-structured interviews with 40 university faculty members and educational planning experts. Data were analyzed using thematic content analysis with open coding, leading to the development of an initial curriculum model. In the quantitative phase, a researcher-developed questionnaire consisting of 133 items was designed to validate the proposed model and administered to 38 university experts and specialists from educational research and planning institutions. Face and content validity were confirmed using expert judgment and the Content Validity Ratio (CVR), while reliability was assessed using Cronbach’s alpha. Inferential statistical analyses were conducted using SPSS and R software. Statistical analyses indicated that all components and elements of the social–political education curriculum model—including objectives, content, teaching–learning strategies, and assessment methods—were statistically significant and confirmed (p < 0.05). Cronbach’s alpha coefficients for all dimensions were within acceptable to high ranges, demonstrating strong internal consistency and supporting the structural validity of the proposed model. The validated curriculum model demonstrates strong scientific credibility and practical applicability and can serve as a comprehensive, context-sensitive framework for designing, implementing, and evaluating social–political education curricula in Iranian upper elementary schools.