EC-Gr.12 Program Guide Learning @ FDR

Table of Contents Curriculum @ FDR Learning @ FDR Early Childhood Course Guide Elementary School Course Guide Middle School Course Guide High School Course Guide FDR Library and General Curriculum

FDR’s Guiding Statements Mission

Core Values We believe that: ● Embracing diversity sustains and enriches life. ● Service develops the individual and builds community. ● Experience is the most profound source of learning. ● Each person has the potential to contribute. ● Individual integrity is fundamental to a healthy community. ● Choice empowers. ● Survival of humanity depends on the health of the environment.

Learning Principles 1. Students learn best when they can apply or connect their learning.

2. Learning happens for individuals in different ways and at different times.

3. Learning occurs best when students get clear, timely feedback as well as opportunities to apply that feedback.

4. Learning is enriched by multiple opportunities to practice in a supportive environment.

5. Emotional well-being influences educational performance, learning and development.

6. Learning includes active creation, integration and application, not just passive consumption.

7. Effective classroom management is based on setting and communicating high expectations, nurturing positive relationships and providing a high level of student support.

Curriculum @ FDR The Roosevelt Curriculum - Defined The Roosevelt Curriculum, with its grounding in standards recognized around the world, prepares students for the next stage in their education, regardless of location. For those who stay at FDR through high school, they will be well prepared for the IB, IA and/or OPP. For those who may transition to another country, standards like the Common Core for English Language Arts and Math, or the Next Generation Science Standards for Science will ensure recognition of both rigor and content. Those students who join us from other school systems around the world at any grade level will be able to transition into our school with ease.

The school curriculum and instructional practices are uniquely designed with subject-specific international standards that comprise the Roosevelt Curriculum and are intended to serve as the foundational program that bridges from our Early Childhood program to our Middle School Program and into our High School program. FDR’s learning principles, transdisciplinary skills and an assessment practice steer teaching and learning to embody the school’s mission and core values.

After completing the FDR program and living the Roosevelt experience, Condors embody a global understanding about peoples and society, are critical thinkers, are culturally fluid, and are prepared for post secondary school experiences.

Students pursuing a college experience are placed among the world’s most competitive colleges and universities and achieve recognition for being meaningful contributors to their community and serve as leaders.

The Roosevelt Curriculum - Comprehensive in Scope; Meaningful in Relevance Standards-Based: At FDR, our strategic goals focus on developing a standards-based curriculum that is recognized globally. Our adopted standards are research-based and utilized by top American and international schools. Our curriculum is dynamic and continually evolving. We consistently refine our programming and curriculum, reviewing the latest research on standards-based instruction, assessment, and reporting to ensure we reflect best practices.

Mission and Core Values Aligned: Our curriculum extends beyond mere standards to encapsulate our mission and core values. In developing units and lessons, we aim to nurture a passion for learning, foster integrity, create socially responsible solutions, and reinforce our core values. Every aspect of our curriculum development is grounded in the FDR Mission and Core Values, ensuring a holistic approach to education.

Guaranteed and Viable: According to Marzano (2003), the most significant school-level factor influencing student achievement is a guaranteed and viable curriculum. At FDR, we have established clear agreements on the essential content every student needs to know, understand, and do. Our scheduling and course allocations ensure that there is ample time for both teaching and learning. We have identified priority standards, which are critical competencies that students must achieve by the end of each school year, ensuring consistent educational outcomes for all.

Informed: Our curriculum is shaped by the latest educational research and our understanding of effective learning practices. The FDR Learning Principles and Transdisciplinary skills inspire the development of learning experiences,

assessments, and student support. This ensures our curriculum is not only current but also forward-thinking and innovative.

Rigorous: Our curriculum is designed to challenge students through diverse and engaging learning experiences. By identifying the required Depth of Knowledge for desired learning outcomes, we align our instruction and assessments to maintain a high level of rigor, pushing students to achieve educational excellence.

Empowering: We believe that offering choice empowers students. Our curriculum development process includes opportunities for students to choose their tasks, learning modalities, and methods of representing their learning. This flexibility allows teachers to tailor their content delivery to meet individual student needs effectively.

Inclusive: Embracing diversity is a core value at FDR, and our curriculum reflects this. We go beyond teaching tolerance to fostering an environment where learning from differences is a shared responsibility. Our curriculum supports all students in understanding, embracing, and celebrating diversity, ensuring it is inclusive and appropriately challenging for all learners.

Aligned: We ensure that our written, taught, and assessed curriculum are in harmony. Through benchmark assessments and data-driven protocols, we continually enhance our practices to stay aligned with the latest educational best practices. Curriculum changes are evidence-based, derived from learning data, and implemented as part of an ongoing review process.

Learning @ FDR Learning @ FDR embodies our Mission, engenders our Core Values, and is realized through our Learning Principles.

The learning experience is connected through our transdisciplinary skills and guided by standards that develop the understanding, knowledge, skills and dispositions necessary for all Condors to flourish and thrive.

Learning @ FDR is learner-centered; grounded in the best educational models and research; and allows opportunities for inquiry, choice, creation, collaboration, reflection, and sharing all within a diverse environment with peers, family, our community, and the world.

Learning @ FDR acknowledges the importance of intellectual, physical and emotional balance and therefore the program includes counseling, extracurriculars, the arts, language studies, clubs, and activities. It’s an experience like no other.

The goal is for our students to consistently engage in diverse experiences in the pursuit of joy, integrity, and academic excellence.

Transdisciplinary Skills FDR's Transdisciplinary Skills are a foundational set of skills that empower our students to lead lives of integrity, create socially responsible solutions, and pursue their passion for learning towards achieving our FDR mission. They are

transdisciplinary in that they are taught across all subject areas and grade levels. We teach and assess these skills to ensure our students are prepared to succeed in school and beyond.

CRITICAL THINKING SKILLS ● Application - Using acquired facts, knowledge, rules and techniques in new or familiar situations. ● Analysis - Examining and breaking information into component parts; determining how the parts relate to each other; identifying motives or causes; making inferences and finding evidence to support generalizations. Taking knowledge or ideas apart; separating into component parts; seeing relationships. ● Synthesis - Involves building a structure or pattern from diverse elements; putting parts together to form a whole. ● Evaluation - Making judgments or decisions based on chosen criteria, standards and conditions. ● Reflection - A metacognitive strategy involving active exploration of experiences, actions and decisions taken to gain new or greater understanding.

SOCIAL SKILLS ● Accepting Responsibility - Taking responsibility for the consequences of our choices; Taking on and completing tasks; ● Collaboration - Working with others toward a common goal ● Respecting Others - Listening sensitively to others; making decisions based on fairness and equity; recognizing that others’ beliefs, viewpoints, religions and ideas may be different and stating one’s own opinion without hurting others. ● Intercultural Competence - Demonstrating the ability to understand, communicate with and effectively interact with people within and across cultures. Intercultural competence encompasses: being aware of one's own world view and developing positive attitudes towards cultural differences. ● Resolving Conflict - Finding a solution to a disagreement, compromising COMMUNICATION SKILLS ● Listening - Listening to understand the speaker’s message ● Speaking - Expressing ideas clearly and logically ● Writing - Recording information and observations ● Reading - Reading a variety of sources for information and pleasure; and comprehending what has been read ● Presenting - Sharing information to an audience visually, aurally, kinesthetically, or otherwise. ● Interpreting - Analyzing visuals and multimedia; understanding how they convey ideas, values and beliefs SELF-MANAGEMENT SKILLS ● Organization - Independently planning and carrying out activities effectively ● Decision Making - Making informed choices to achieve a healthy balance physically, emotionally, socially, and academically. ● Adaptability - The ability to learn from experience and respond to changed circumstances or environments. ● Motor Skills - A function involving the precise movement of muscles with the intent to perform a specific act.

Early Childhood Course Guide

Table of Contents Table of Contents Welcome to Colegio Franklin Delano Roosevelt Early Childhood Program Mission Core Values Learning Principles Adopted Standards Student Support Learning Support English as an Additional Language (EAL) Support Language Philosophy Curriculum Overview English Language Arts Foundational Skills Language Reading Speaking and Listening Writing Mathematics Standards for Mathematical Practice Musical, Visual, and Performing Arts Physical Education Science Social-Emotional Learning Social Studies EC3-EC4 Curriculum Guides

3 3 3 4 4 5 5 5 6 7 7 7 7 8 8 8 9 9 9 9 10 10 10 11

Welcome to Colegio Franklin Delano Roosevelt Early Childhood Program Empowering our students to pursue their passion for learning This Early Childhood Curriculum Guide has been developed to share an overview of the FDR Early Childhood Learning program. The Early Childhood years are a time for students to build a solid foundation from which they will pursue their passion for learning and develop the skills and behaviors necessary to be lifelong learners. The Roosevelt Early Childhood program is designed to inspire intellectual curiosity, exploration, collaboration, and creativity within a warm and caring environment. At Colegio Roosevelt, we are proud to provide our three and four-year-old students with a comprehensive program that encourages them to play, imagine, and explore. All children in EC have a chance to pursue their curiosity through art, music, gardening, movement, and Libru. We are committed to delivering an intentional, well-rounded, play-based program, guided by the New York State Standards.

This allows us to both meet the developmental needs of learners and prepare them for Kindergarten. With a strong foundation in understanding child development, we offer a developmentally appropriate sequence for learning. The school day and our curriculum is intentionally designed to develop the whole child, socially, emotionally, physically, and intellectually. This is achieved thanks to our world-class faculty and staff of educators who specialize in early childhood education.

Mission At Colegio Franklin Delano Roosevelt, The American School of Lima, our mission is to empower our students to pursue their passion for learning, lead lives of integrity and create socially responsible solutions.

Core Values We believe that: ●

Embracing diversity sustains and enriches life.

●

Service develops the individual and builds community.

●

Experience is the most profound source of learning.

●

Each person has the potential to contribute.

●

Individual integrity is fundamental to a healthy community.

●

Choice empowers.

●

Survival of humanity depends on the health of the environment.

Learning Principles 1.

Students learn best when they can apply or connect their learning.

2.

Learning happens for individuals in different ways and at different times.

3.

Learning occurs best when students get clear, timely feedback as well as opportunities to apply that feedback.

4.

Learning is enriched by multiple opportunities to practice in a supportive environment.

5.

Emotional well-being influences educational performance, learning and development.

6.

Learning includes active creation, integration and application, not just passive consumption.

7.

Effective classroom management is baked on setting and communicating high expectations, nurturing positive relationships and providing a high level of student support.

8.

Learning happens best in an atmosphere of high expectations.

Adopted Standards The following standards are adopted to align the curriculum across the grades levels:

Subject

Early Childhood

Math

Language Arts

Social Studies

PK Early Learning Standards (New York)

Science

Elementary School

Middle School

High School 9 - 10

11 - 12

Common Core State Standards (CCSS)

IBDP Curriculum

Common Core State Standards (CCSS)

IBDP Curriculum

American Education Reaches Out (AERO)

IBDP Curriculum

Next Generation Science Standards (NGSS)

IBDP Curriculum

Visual Arts

National Core Arts Standards

IBDP Curriculum

PE/Health

Society of Health And Physical Education (SHAPE)

IBDP Curriculum

Music

National Core Arts Standards

IBDP Curriculum

Spanish A

NA

OPP (beginning in first grade)

Spanish B (SAL)

NA

American Council on the Teaching of Foreign Languages (ACTFL) (beginning in first grade)

Counseling

American School Counselors Association (ASCA) Mindsets and Behaviors

Technology

NA

Library Drama and Theatre

International Society for Technology in Education (ISTE) American Association of School Libraries & FDR Research Continuum

NA

NA

National Core Arts Standards

IBDP Curriculum

Student Support Learning Support The Learning Support department’s mission is to empower all students to develop self-efficacy, independence, and to reach their full potential while nurturing their strengths through an inclusive culture that honors and celebrates diversity. Always with the aim of providing appropriate educational services required for the benefit of the student, the Early Childhood Learning Support Department provides support for students who are eligible for an Individualized Education Program (IEP) or Monitoring Plan, utilizing students’ strengths while helping them to learn strategies and develop skills in order to meet academic demands independently. The need for Learning Support plans, including accommodations, is determined by the MS Student Support Team (SST) through a multidisciplinary and holistic review of the student's current levels of performance and identified needs. Learning Support services are provided in various ways including small group sessions in scheduled Learning Strategies classes, or through various models of co-teaching, and consultation.

English as an Additional Language (EAL) Support The EAL program works to ensure that all students, regardless of their home language or level of language proficiency, have equal access to the curriculum. We explicitly support English language development through intentional practices and school-wide leadership in promoting an asset-based philosophy that celebrates multilingualism.

In EAL Support, the needs of the students guide the learning. This language support class, for students who are acquiring English as an Additional Language, works at the word, sentence, and discourse level in reading, writing, speaking, and listening across all subject areas. Depending on the needs of the students, there will be support for learning and using vocabulary, participating in discussions as both a speaker and listener, along with understanding and creating all types of grade-level texts. In EAL, students will grow in their knowledge and use of English as they become more independent in their use of English.

Language Philosophy FDR recognizes that language is fundamental to learning in all areas of the curriculum and at all grade levels and that students' ongoing language development is the responsibility of all teachers. This recognition affirms our commitment to promoting all students' language development in order to enable them to: ●

interact responsibly and respectfully with all members of the school community

●

fulfill the school's academic program aims

●

be able to function on both social and academic levels to the fullest extent of their language proficiency and potential.

Our language philosophy also reflects our commitment to promoting cross-cultural understanding within the school population. At FDR, language teaching and development is based upon the following principles: ●

Language is not isolated to one domain or another but rather is considered in terms of learning language, learning through language, and learning about language (Halliday, 1985).

●

Acquisition of effective language skills is essential to the development of learning, thinking and social skills, as well as the development of students' social and cultural identity.

●

Language proficiency differs in terms of basic interpersonal communication and cognitive academic language proficiency (Cummins); all students must be supported in the development of their academic language proficiency, regardless of the target language.

●

Language enables curiosity, creativity, and collaboration, and additional languages enhance these types of learning.

●

Transdisciplinary and cross-disciplinary work promotes greater language acquisition and communication.

●

The development of the host country language - Spanish - and the understanding of Peruvian culture are important for all members of the FDR community.

●

We recognize the central role parents play in their children's language learning and the need to actively support this development.

●

We recognize the central role students play in their own language learning and the need to actively commit to this development.

●

We recognize the need to show commitment to the language of instruction in all classrooms; this means Spanish in Spanish language classrooms and English in all other classrooms.

Curriculum Overview Learning in the Early Childhood involves the development of conceptual understandings, knowledge, skills, attitudes, learning behaviors, and opportunities for action. A range of strategies including inquiry-based practices are designed to help scaffold student learning experiences. Academic, artistic, physical, and social-emotional learning targets are aligned with FDR's adopted standards. Below you will find an overview of our ES curriculum. For further details, you may contact your child’s teacher.

English Language Arts Colegio Roosevelt's English Language Arts (ELA) program is designed to meet the U.S. Common Core State Standards in grades Kindergarten through Grade 5. The ELA standards are divided into 4 strands: Reading, Writing, Speaking and Listening, and Language. While these strands are articulated separately, Colegio Roosevelt's curriculum integrates all of the ELA standards throughout the day as many of the standards are interconnected. Colegio Roosevelt uses the workshop model, consisting of a short mini-lesson, independent practice, one-one conferences, strategy groups, and a share-out to teach the reading and writing standards. Our students have between 5 and 6 reading and writing units throughout the year, many of which are based on the Teachers College's Reading and Writing Units of Study. Colegio Roosevelt believes that there needs to be a balance between developing the foundational skills and strategies needed to be able to read and write with the understanding, temperament, and passion of lifelong readers and writers.

Foundational Skills A key component of our reading program is our foundational skills work. The foundational skills standards address print concepts, phonological awareness, phonics and word recognition, and fluency. In early elementary grades Kindergarten through Grade 2, Colegio Roosevelt uses a systematic multisensory approach to teach these foundational skills.

Language There are 3 anchor standards for our language program: conventions of standard English, knowledge of language (beginning in Grade 2), and vocabulary acquisition and use. It is through these standards that students' grammar, spelling, and punctuation are taught and assessed. The language standards are integrated throughout the day with an emphasis during reading and writing times.

Reading The reading standards have 3 main components: literary reading, informational reading, and foundational skills.

The overarching anchor standards within the literary and informational reading standards are as follows, and each grade level teaches age-appropriate knowledge and skills that address these anchor standards. ● key ideas and details ●

craft and structure

●

integration of knowledge and ideas

●

range of reading level and text complexity

Speaking and Listening An important component of our English Language Arts curriculum is speaking and listening. The Speaking and Listening standards measure a student's ability to effectively participate in whole class, small group, and one-on-one discussions as well as present information clearly. The two anchor standards for speaking and listening are comprehension and collaboration, and presentation of knowledge and ideas. Students are continually engaging in a variety of conversations

to improve their speaking and listening skills allowing them to appropriately respond to others, present their ideas clearly and confidently, and engage in meaningful conversations in English.

Writing Just as the reading standards, the writing standards consist of overarching anchor standards that guide all units of instruction. These anchor standards are: ● Text types and purposes ●

Production and Distribution of Writing

●

Research to build and present knowledge

●

Range of Writing

Students will learn to write in a variety of genres, for different purposes, and to diverse audiences as they master the skills necessary to be proficient writers.

Mathematics The Elementary Mathematics program is based on the U.S. Common Core State Standards. At the heart of the standards are the Standards for Mathematical Practice which are consistent from Kindergarten through Grade 10 and are integrated throughout all of the units of study. The standards of mathematical practice develop the “processes and procedures” that proficient mathematicians exhibit.

Standards for Mathematical Practice 1.

2.

3.

4.

5.

6.

7.

8.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

In addition to the standards of mathematical practice, the elementary scope and sequence is built around the following mathematical domains: counting and cardinality, operations and algebraic thinking, number and operations in base 10, measurement and data, and geometry. As students progress through the standards, they build upon what they know and can do in relation to these overarching domains. Colegio Roosevelt believes in using a problem-based approach to building conceptual and procedural understanding so that students can connect and apply their

understanding to the world around them. Each grade level has between 5 and 7 math units throughout the year. We use Eureka Math in addition to many other resources to teach these skills and concepts.

Musical, Visual, and Performing Arts Colegio Roosevelt believes that the arts are a unique, yet vital component of a student's education. The arts allow for individual expression, cultural and historical connections, personal well-being, and community engagement. The musical, visual, and performing arts at Colegio Roosevelt is framed by the National Core Arts Standards. These standards encompass four main aspects of the artistic process: creating, performing/presenting, responding, and connecting. Elementary students participate in at least one music and one visual art class per week. Through these classes, students learn to appreciate the cultural significance of art as well as participate in the creative process. They have many opportunities to showcase their talents through art exhibitions, musicals, and grade-level performances.

Physical Education Colegio Roosevelt believes that a student's physical well-being and ability to demonstrate sportsmanship behaviors are integral to their development as an individual. The PE Scope and Sequence is guided by the SHAPE standards and the goal is for each student to demonstrate competence in fundamental motor skills and selected combinations of skills; use basic movement concepts in dance, gymnastics, and small-sided practice tasks; identify basic health-related fitness concepts; exhibit acceptance of self and others in physical activities; and identify the benefits of a physically active lifestyle. A key component of our physical education curriculum is the swimming unit. In this unit, students will learn everything from water safety to correct stroke performance and it is expected that all students that attend school participate in these classes.

Science Colegio Roosevelt's science curriculum is designed to help our students become scientists, not just learn scientific principles. We use the Next Generation Science Standards (NGSS) to guide all of our unit development. These standards are designed to enable students to learn science by doing science. The standards are articulated as performance standards describing what students should be able to do rather than simply what they should know.

There are three dimensions to each performance expectation: science and engineering practices, disciplinary core ideas, and crosscutting concepts.

The disciplinary core ideas are divided amongst 4 overarching scientific disciplines: physical sciences, life sciences, Earth and space sciences, and engineering, technology, and application of sciences. These standards are taught within 2 to 4 units throughout the year.

Social-Emotional Learning Social and Emotional Learning at Colegio Roosevelt is embedded in everything that we do. A primary component of our social-emotional learning is through our counseling program. Students participate in counseling lessons regularly within their classroom. The counseling lessons are guided by the American School Counselors Association (ASCA) standards. The ASCA Mindsets and Behaviors Student Standards: Mindsets & Behaviors for Student Success describe the knowledge, attitudes, and skills students need to achieve academic success, college and career readiness, and social/emotional development. In addition to these standards, Colegio Roosevelt uses the RULER approach.

In addition to regular counseling lessons, counselors provide individual and small-group counseling on specific topics as needed.

Social Studies Colegio Roosevelt believes that social studies is critical for students to better understand the world as it was and currently is so that they become critical thinkers that will create socially responsible solutions. We use the American Education Reaches Out (AERO) standards to guide our unit development. The AERO standards are grounded in 5 social studies practices that allow students to be social studies inquirers. Those practices include the following: 1.

2.

3.

4.

5.

Develop Questions and Plan Inquiries Evaluate the Credibility of the Sources and Relevance of the Information to the Inquiry Construct Coherent, Reasoned Arguments and Explanations Communicate Conclusions From an Inquiry Take Informed Action for the Common Good

In addition to the practices, the performance indicators for each grade level fall within 8 themes. These themes guide 2 to 4 units of inquiry in social studies each year as students explore how humans have interacted with each other and the world around them. The themes include: 1.

2.

3.

4.

5.

6.

7.

8.

Time, Continuity, and Change Connections and Conflict Geography Culture Society and Identity Government Production, Distribution, and Consumption Science, Technology, and Society

EC3-EC4 Curriculum Guides EC3

EC4

Elementary School Course Guide

Table of Contents Welcome to Colegio Franklin Delano Roosevelt Elementary School Program Mission Core Values Learning Principles Adopted Standards Student Support Learning Support English as an Additional Language (EAL) Support Language Philosophy Curriculum Overview English Language Arts Foundational Skills Language Reading Speaking and Listening Writing Mathematics Standards for Mathematical Practice Musical, Visual, and Performing Arts Physical Education Science Social-Emotional Learning Social Studies Grade Level Curriculum Guides

22 23 23 24 24 25 25 25 26 27 27 27 27 27 28 28 28 28 29 29 29 29 30 30

Welcome to Colegio Franklin Delano Roosevelt Elementary School Program Empowering our students to pursue their passion for learning This Elementary School Curriculum Guide has been developed to share an overview of the FDR Elementary School Learning program. The Elementary years are a time for students to build a solid foundation from which they will pursue their passion for learning and develop the skills and behaviors necessary to be lifelong learners. The Roosevelt Elementary School program is designed to inspire intellectual curiosity, exploration, collaboration, and creativity within a warm and caring environment. We do this by: ●

Focusing on the whole child. We provide a strong academic program that includes a focus on literacy, math, the arts, physical education, science, social studies, social-emotional learning, and Spanish. Along with opportunities for students in first through fifth grade to pursue their passions through our robust After School Activities Program and Condor Academy for athletics, Roosevelt Elementary School students enjoy a well-rounded educational experience.

●

Nurturing a growth mindset in students and adults. We encourage students to dig in, work hard, and embrace mistakes as we are all capable of achieving our goals. We also foster a growth mindset in our teachers as they continually engage in professional development in order to enhance student learning.

●

Encouraging collaboration among our students and adults. We believe that we all gain confidence and grow our thinking through sharing our own ideas and building on the ideas of those around us.

●

Partnering with parents. We support our students through active participation with our parents. We invest time in educating parents about our program and sharing ways they can support their children's learning at home.

●

Encouraging intellectual curiosity. Our units of study are designed so that students engage in hands-on learning experiences that provide them with opportunities to generate questions, seek answers, synthesize thinking, and reflect upon learning.

●

Encouraging students to take action! Through our mission statement and core values, our students learn that they have an obligation to take action and make the world a better place. Our program encourages students to identify problems at school, in the city of Lima, and across the globe. Students are empowered to design solutions and take action as individuals or in collaboration with others through the curriculum as well as through our school organizations such as the Kapuy Club, Green Team, or the Student Council.

Mission At Colegio Franklin Delano Roosevelt, The American School of Lima, our mission is to empower our students to pursue their passion for learning, lead lives of integrity and create socially responsible solutions.

Core Values We believe that: ●

Embracing diversity sustains and enriches life.

●

Service develops the individual and builds community.

●

Experience is the most profound source of learning.

●

Each person has the potential to contribute.

●

Individual integrity is fundamental to a healthy community.

●

Choice empowers.

●

Survival of humanity depends on the health of the environment.

Learning Principles 1.

Students learn best when they can apply or connect their learning.

2.

Learning happens for individuals in different ways and at different times.

3.

Learning occurs best when students get clear, timely feedback as well as opportunities to apply that feedback.

4.

Learning is enriched by multiple opportunities to practice in a supportive environment.

5.

Emotional well-being influences educational performance, learning, and development.

6.

Learning includes active creation, integration and application, not just passive consumption.

7.

Effective classroom management is based on setting and communicating high expectations, nurturing positive relationships, and providing a high level of student support.

8.

Learning happens best in an atmosphere of high expectations.

Adopted Standards The following standards are adopted to align the curriculum across the grade levels: Subject

Early Childhood

Math

Language Arts

Social Studies

Science

PK Early Learning Standards (New York)

Elementary School

Middle School

High School 9 - 10

11 - 12

Common Core State Standards (CCSS)

IBDP Curriculum

Common Core State Standards (CCSS)

IBDP Curriculum

American Education Reaches Out (AERO)

IBDP Curriculum

Next Generation Science Standards (NGSS)

IBDP Curriculum

Visual Arts

National Core Arts Standards

IBDP Curriculum

PE/Health

Society of Health And Physical Education (SHAPE)

IBDP Curriculum

Music

National Core Arts Standards

IBDP

Curriculum Spanish A

NA

OPP (beginning in first grade)

Spanish B (SAL)

NA

American Council on the Teaching of Foreign Languages (ACTFL) (beginning in first grade)

Counseling

American School Counselors Association (ASCA) Mindsets and Behaviors

Technology

NA

Library Drama and Theatre

International Society for Technology in Education (ISTE) American Association of School Libraries & FDR Research Continuum

NA

NA

National Core Arts Standards

IBDP Curriculum

Student Support Learning Support The Learning Support department’s mission is to empower all students to develop self-efficacy, and independence, and to reach their full potential while nurturing their strengths through an inclusive culture that honors and celebrates diversity. Always with the aim of providing appropriate educational services required for the benefit of the student, the Elementary School Learning Support Department provides support for students who are eligible for an Individualized Education Program (IEP) or Monitoring Plan, utilizing students’ strengths while helping them to learn strategies and develop skills in order to meet academic demands independently. The need for Learning Support plans, including accommodations, is determined by the MS Student Support Team (SST) through a multidisciplinary and holistic review of the student's current levels of performance and identified needs. Learning Support services are provided in various ways including small group sessions in scheduled Learning Strategies classes, or through various models of co-teaching, and consultation.

English as an Additional Language (EAL) Support The EAL program works to ensure that all students, regardless of their home language or level of language proficiency, have equal access to the curriculum. We explicitly support English language development

through intentional practices and school-wide leadership in promoting an asset-based philosophy that celebrates multilingualism.

In EAL Support, the needs of the students guide the learning. This language support for students who are acquiring English as an Additional Language works at the word, sentence, and discourse level in reading, writing, speaking, and listening across all subject areas. Depending on the needs of the students, there will be support for learning and using vocabulary, participating in discussions as both a speaker and listener, along with understanding and creating all types of grade-level texts. EAL students will grow in their knowledge and use of English as they become more independent in their use of the English language.

Language Philosophy FDR recognizes that language is fundamental to learning in all areas of the curriculum and at all grade levels and that students' ongoing language development is the responsibility of all teachers. This recognition affirms our commitment to promoting all students' language development in order to enable them to: ●

interact responsibly and respectfully with all members of the school community

●

fulfill the school's academic program aims

●

be able to function on both social and academic levels to the fullest extent of their language proficiency and potential.

Our language philosophy also reflects our commitment to promoting cross-cultural understanding within the school population. At FDR, language teaching and development is based upon the following principles: ●

Language is not isolated to one domain or another but rather is considered in terms of learning language, learning through language, and learning about language (Halliday, 1985).

●

Acquisition of effective language skills is essential to the development of learning, thinking and social skills, as well as the development of students' social and cultural identity.

●

Language proficiency differs in terms of basic interpersonal communication and cognitive academic language proficiency (Cummins); all students must be supported in the development of their academic language proficiency, regardless of the target language.

●

Language enables curiosity, creativity, and collaboration, and additional languages enhance these types of learning.

●

Transdisciplinary and cross-disciplinary work promotes greater language acquisition and communication.

●

The development of the host country language - Spanish - and the understanding of Peruvian culture are important for all members of the FDR community.

●

We recognize the central role parents play in their children's language learning and the need to actively support this development.

●

We recognize the central role students play in their own language learning and the need to actively commit to this development.

●

We recognize the need to show commitment to the language of instruction in all classrooms; this means Spanish in Spanish language classrooms and English in all other classrooms.

Curriculum Overview ​Learning in the Elementary School Division involves the development of conceptual understandings, knowledge, skills, attitudes, learning behaviors, and opportunities for action. A range of strategies including inquiry-based practices are designed to help scaffold student learning experiences. Academic, artistic, physical, and social-emotional learning

targets are aligned with FDR's adopted standards. Below you will find an overview of our ES curriculum. For further details, please contact your child’s teacher.

English Language Arts Colegio Roosevelt's English Language Arts (ELA) program is designed to meet the Common Core State Standards (CCSS) in grades Kindergarten through Grade 5. The ELA standards are divided into 4 strands: Reading, Writing, Language, and Speaking and Listening. While these strands are articulated separately, Colegio Roosevelt's curriculum integrates all of the ELA standards throughout the day as many of the standards are interconnected. Colegio Roosevelt uses the workshop model, consisting of a short mini-lesson, independent practice, one-on-one conferences, strategy groups, and a share-out to teach the reading and writing standards. In addition to between 5 and 6 reading and writing units throughout the year, students also receive direct instruction in foundational reading skills.

Foundational Skills A key component of our reading program is our foundational skills work. The foundational skills standards address print concepts, phonological awareness, phonics and word recognition, and fluency. In early elementary grades kindergarten through fifth grade, Colegio Roosevelt uses a systematic multisensory approach to teach these foundational skills.

Language There are 3 anchor standards for our language program: conventions of standard English, knowledge of language (beginning in Grade 2), and vocabulary acquisition and use. It is through these standards that students' grammar, spelling, and punctuation are taught and assessed. The language standards are not only taught during reading and writing but also integrated throughout the day.

Reading The reading standards have 3 main components: literary reading, informational reading, and foundational skills. The overarching anchor standards within the literary and informational reading standards are as follows, and each grade level teaches age-appropriate knowledge and skills that address these anchor standards. ●

key ideas and details

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craft and structure

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integration of knowledge and ideas

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range of reading level and text complexity

Speaking and Listening An important component of our English Language Arts curriculum is speaking and listening. The speaking and listening standards measure a student’s ability to effectively participate in whole class, small group, and one-to-one discussions as well as present information clearly. The two anchor standards for speaking and listening are comprehension and collaboration, and presentation of knowledge and ideas. Students continually engage in a variety of conversations to improve their speaking and listening skills allowing them to appropriately respond to others, present their ideas clearly and confidently, and engage in meaningful conversations in English.

Writing Just as with the reading standards, the writing standards consist of overarching anchor standards that guide all units of instruction. These anchor standards are: ● Text types and purposes ●

Production and Distribution of Writing

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Research to build and present knowledge

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Range of Writing

Mathematics The Elementary Mathematics program is based on the Common Core State Standards (CCSS). At the heart of the standards are the Standards for Mathematical Practice which are consistent from Kindergarten through Grade 10 and are integrated throughout all of the units of study. The standards of mathematical practice develop the “processes and procedures” that proficient mathematicians exhibit.

Standards for Mathematical Practice 1.

2.

3.

4.

5.

6.

7.

8.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

In addition to the standards of mathematical practice, the elementary scope and sequence is built around the following mathematical domains: counting and cardinality, operations and algebraic thinking, numbers and operations in base 10, measurement and data, and geometry. As students progress through the standards, they build upon what

they know and can do in relation to these overarching domains. Colegio Roosevelt believes in using a problem-based approach to building conceptual and procedural understanding so that students can connect and apply their understanding to the world around them. Each grade level has between 5 and 7 math units throughout the year.

Eureka Math in addition to many other resources is used to teach these skills and concepts.

Musical, Visual, and Performing Arts Colegio Roosevelt believes that the arts are a unique, yet vital component of a student's education. The arts allow for individual expression, cultural and historical connections, personal well-being, and community engagement. The musical, visual, and performing arts at Colegio Roosevelt are framed by the National Core Arts Standards.

These standards encompass four main aspects of the artistic process: creating, performing/presenting, responding, and connecting. Elementary students participate in at least one music and one visual art class per week. Through these classes, students learn to appreciate the cultural significance of art as well as participate in the creative process. They have many opportunities to showcase their talents through art exhibitions and musical performances.

Physical Education Colegio Roosevelt believes that a student's physical well-being and ability to demonstrate fair play behaviors are integral to their development as an individual. The PE Scope and Sequence is guided by the Society of Health And Physical Educators (SHAPE) standards and the goal is for each student to demonstrate competence in fundamental motor skills and selected combinations of skills; use basic movement concepts in dance, gymnastics, and small-sided practice tasks; identify basic health-related fitness concepts; exhibit acceptance of self and others in physical activities; and identify the benefits of a physically active lifestyle. A key component of our physical education curriculum is the swimming unit. In this unit, students will learn everything from water safety to correct stroke performance and it is expected that all students that attend school participate in these classes.

Science Colegio Roosevelt's science curriculum is designed to help our students become scientists, not just learn scientific principles. We use the Next Generation Science Standards (NGSS) to guide all of our unit development. These standards are designed to enable students to learn science by doing science. The standards are articulated as performance standards describing what students should be able to do rather than simply what they should know.

There are three dimensions to each performance expectation: science and engineering practices, disciplinary core ideas, and crosscutting concepts.

The disciplinary core ideas are divided among 4 overarching scientific disciplines: physical sciences, life sciences, Earth and space sciences, and engineering, technology, and application of sciences. These standards are taught in 2 to 4 units throughout the year.

Social-Emotional Learning Social and Emotional Learning at Colegio Roosevelt is embedded in everything we do. From the RULER approach to our counseling program, social-emotional learning lies at the heart of the FDR curriculum. Students participate in regular counseling lessons within their classroom. The counseling lessons are guided by the American School Counselor Association's Mindsets and Behaviors. The ASCA Mindsets and Behaviors describe the knowledge, attitudes, and skills students need to achieve academic success, college and career readiness, and social/emotional development. At the elementary level, the following mindsets are encouraged for all students. ● ● ● ● ● ●

Belief in the development of the whole self, including a healthy balance of mental, social/emotional, and physical well-being Self-confidence in the ability to succeed Sense of belonging in the school environment Understanding that postsecondary education and life-long learning are necessary for long-term career success Belief in using abilities to their fullest to achieve high-quality results and outcomes Positive attitude toward work and learning

Social Studies Colegio Roosevelt believes that social studies is critical for students to understand the world as it was and currently is so that they become critical thinkers who will create socially responsible solutions. We use the American Education Reaches Out (AERO) standards to guide our unit development. The AERO standards are grounded in 5 social studies practices that allow students to be social studies inquirers. Those practices include the following: 1.

2.

3.

4.

5.

Develop Questions and Plan Inquiries Evaluate the Credibility of the Sources and Relevance of the Information to the Inquiry Construct Coherent, Reasoned Arguments and Explanations Communicate Conclusions From an Inquiry Take Informed Action for the Common Good

In addition to the practices, the performance indicators for each grade level fall within 8 themes. These themes guide 2 to 4 units of inquiry in social studies each year as students explore how humans have interacted with each other and the world around them. The themes include: 1. Time, Continuity, and Change 2. Connections and Conflict

3.

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Geography Culture Society and Identity Government Production, Distribution, and Consumption Science, Technology, and Society

Grade Level Curriculum Guides

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Middle School Course Guide

Table of Contents Middle School Course Guide Welcome to Colegio Franklin Delano Roosevelt High School Mission Core Values Learning Principles Adopted Standards Course Sequence Student Support Learning Support Learning Strategies Class EAL Support EAL Class Language Philosophy Advisory Course Descriptions by Department Future Ready 6th Grade Transition Class English (ELA) Grade 6 Grade 7 Grade 8 Spanish Grade 6 Grade 7 Grade 8 Spanish B - Advanced Spanish B - Intermediate Spanish B - Novice Humanities Grade 6 Grade 7 Grade 8 Science Grade 6 Grade 7 Grade 8 Math

29 35 35 35 35 36 36 37 37 37 37 38 38 39 39 39 39 39 39 40 40 40 40 41 41 41 42 42 42 42 43 43 44 44 44 45 45

Grade 6 Grade 7 Grade 8 Arts Electives Beginning Band Intermediate Band Percussion Ensemble Drama Visual Arts Strings Orchestra (Mixed Ability) Choir Arts Exploration (6th grade only) Design Design 6-8 Program Overview Grade 6 Grade 7 Grade 8 Physical Education Grade 6 Grade 7 Grade 8 Health & Wellness Grade 7 Grade 8

45 45 46 46 46 46 47 47 47 48 48 48 48 49 49 49 49 49 49 50 50 50 50 51

Welcome to Colegio Franklin Delano Roosevelt High School Empowering our students to pursue their passion for learning This Middle School Course Guide has been developed to share an overview of the FDR Middle School learning program. When appropriately challenged, Middle Schoolers rise to meet the expectations of their teachers, coaches, and mentors. To ensure an engaging program, we offer students a rich selection of courses that will provide opportunities to explore their interests and challenge them to reach new academic heights. At the heart of all we do is the FDR Mission and Core Values.

Mission At Colegio Franklin Delano Roosevelt, The American School of Lima, our mission is to empower our students to pursue their passion for learning, lead lives of integrity and create socially responsible solutions.

Core Values We believe that: ●

Embracing diversity sustains and enriches life.

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Service develops the individual and builds community.

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Experience is the most profound source of learning.

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Each person has the potential to contribute.

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Individual integrity is fundamental to a healthy community.

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Choice empowers.

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Survival of humanity depends on the health of the environment.

Learning Principles 1.

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Students learn best when they can apply or connect their learning.

Learning happens for individuals in different ways and at different times.

Learning occurs best when students get clear, timely feedback as well as opportunities to apply that feedback.

Learning is enriched by multiple opportunities to practice in a supportive environment.

Emotional well-being influences educational performance, learning and development.

Learning includes active creation, integration and application, not just passive consumption.

Effective classroom management is based on setting and communicating high expectations, nurturing positive relationships and providing a high level of student support.

8. Learning happens best in an atmosphere of high expectations.

Adopted Standards

The following standards are adopted to align the curriculum across the grades levels: Subject

Early Childhood

Elementary

Middle School

High School 9 - 10

11 - 12

Math

New York State

Common Core State Standards (CCSS)

IBDP Curriculum

Language Arts

New York State

Common Core State Standards (CCSS)

IBDP Curriculum

Social Studies

New York State

American Education Reaches Out (AERO)

IBDP Curriculum

Science

New York State

Next Generation Science Standards (NGSS)

IBDP Curriculum

National Core Arts Standards

IBDP Curriculum

Visual Arts PE/Health

Shape

Music

IBDP Curriculum

National Core Arts Standards

Spanish

OPP

Spanish SAL

ACTFL

Counseling

IBDP Curriculum OPP

ASCA Mindsets and Behaviors

Technology

ISTE

Library

American Association of School Libraries & FDR Research Continuum (DRAFT)

Drama and Theatre

N/A

N/A

National Core Arts Standards

IBDP Curriculum

Course Sequence 6th Grade

7th Grade

8th Grade

English

English

English

Spanish

Spanish

Spanish

Math

Math

Math

Science

Science

Science

Humanities

Humanities

Humanities

Physical Education

Physical Education

Physical Education

1 Sem Design

1 Sem Design

1 Sem Design

Arts Elective

Arts Elective

Arts Elective

Future Ready

1 Sem Health & Wellness

1 Sem Health & Wellness

Student Support Learning Support The Learning Support department’s mission is to empower all students to develop self-efficacy, independence and to reach their full potential while nurturing their strengths through an inclusive culture that honors and celebrates diversity. Always with the aim of providing appropriate educational services required for the benefit of the student, the Middle School (MS) Learning Support department provides support for students who are eligible for an Individualized Education Program (IEP) or Monitoring Plan (MP), utilizing students’ strengths while helping them to learn strategies and develop skills in order to meet academic demands independently. The need for Learning Support plans, including accommodations, is determined by the MS Student Support Team (SST) through a multidisciplinary and holistic review of the student's current levels of performance and identified needs. Learning Support services are provided in various ways including small group sessions in scheduled Learning Strategies classes, or through various models of co-teaching, and consultation.

Learning Strategies Class Students in Learning Strategies (LS) class work to develop strategies that will empower them to achieve their full potential and become independent learners. Strategies are explicitly taught in student's individual areas of growth as outlined in their Individualized Education Program (IEP), such as: reading, writing, mathematics, and executive functioning. Learning Strategies is a class with no number grade; graded as passed or not passed.

EAL Support The EAL program works to ensure that all students, regardless of their home language or level of language proficiency, have equal access to the curriculum. We explicitly support English language development through intentional practices and school wide leadership in promoting an asset-based philosophy which celebrates multilingualism.

In EAL Support, the needs of the students guide the learning. This language support class, for students who are acquiring English as an Additional Language, works at the word, sentence, and discourse level in reading, writing, speaking, and listening across all subject areas. Depending on the needs of the students, there will be support for learning and using vocabulary, participating in discussions as both a speaker and listener, along with understanding and creating all types of grade-level texts. In EAL, students will grow in their knowledge and use of English as they become more independent in their use of English.

EAL Class Additional support will be provided to students in every classroom through the use of classroom-based language acquisition strategies. The middle school EAL teacher will support teachers and students in the use of those strategies for reading, writing, speaking, and listening.

Language Philosophy FDR recognizes that language is fundamental to learning in all areas of the curriculum and at all grade levels, and that students' ongoing language development is the responsibility of all teachers. This recognition affirms our commitment to promoting all students' language development in order to enable them to: ● interact responsibly and respectfully with all members of the school community ● fulfill the school's academic program aims ● be able to function on both social and academic levels to the fullest extent of their language proficiency and potential.

Our language philosophy also reflects our commitment to promote cross-cultural understanding within the school population.

At FDR, language teaching and development is based upon the following principles: ●

Language is not isolated to one domain or another but rather is considered in terms of learning language, learning through language, and learning about language (Halliday, 1985).

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Acquisition of effective language skills is essential to the development of learning, thinking and social skills, as well as development of students' social and cultural identity.

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Language proficiency differs in terms of basic interpersonal communication and cognitive academic language proficiency (Cummins); all students must be supported in the development of their academic language proficiency, regardless of the target language.

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Language enables curiosity, creativity and collaboration, and additional languages enhance these types of learning.

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Transdisciplinary and interdisciplinary work promotes greater language acquisition and communication.

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The development of the host country language - Spanish - and the understanding of Peruvian culture are important for all members of the FDR community.

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We recognize the central role parents play in their children's language learning and the need to actively support this development.

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We recognize the central role students play in their own language learning and the need to actively commit to this development.

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We recognize the need to show commitment to the language of instruction in all classrooms; this means Spanish in Spanish language classrooms, French in French language classrooms, and English in all other classrooms.

Advisory Each student has one adult advocate who addresses the academic, emotional and social changes of adolescence. Advisory teacher fosters a sense of community and belonging. Students meet daily in Advisory where they receive announcements, guidance, discussion of relevant adolescent issues and participation in team-building events and activities.

Course Descriptions by Department Future Ready

6th Grade Transition Class The Future Ready course aims to promote a positive and informed transition for all incoming 6th graders to the middle school and to support a successful start to their secondary-level learning, encouraging success both academically and socially. The following ISTE standards are part of the instructional program of this course: Empowered Learner, Creative Communicator, and Digital Citizenship.

The Habits of Learning (Self-Management Skills, Communication Skills, Social Skills, and Critical Thinking Skills) will be taught and reinforced as students set goals, and develop note-taking strategies, study skills, time management, task prioritization, and presentation skills. Self-reflection will be facilitated through RULER and students will understand the use of the Mood meter in middle school. Mindfulness practices will be routinely incorporated in an effort to support focus in learning, ease anxiety, and enhance social/emotional skills.

Students will utilize a variety of digital tools including, but not limited to, the Google Apps Suite. They will demonstrate competency in specific skill areas that support digital organization, communication, and positive collaboration with their peers. Students will also regularly practice typing and reflect on their progress. We will explore various topics related to digital citizenship including how a digital footprint is created, responsible online communication, assessing online information and source credibility, online security, and how to combat negative behavior online. Students will

demonstrate positive digital citizenship by developing a portfolio, actively managing their digital footprint and passing a scenario-based summative.

English (ELA)

Grade 6 Language is power. It transforms us and connects us across time, space, and culture. To cultivate this ideal, Grade 6 English utilizes the Common Core standards in reading, writing, language, and speaking and listening. The goal is to develop a love of reading, think deeply, engage as an active reader, and express opinions in a thoughtful manner, while using text-specific evidence and grade-level appropriate grammar and vocabulary. Students will engage in writing through the writing workshop process, which includes drafting, giving and receiving feedback, and publishing. Grade 6 English will use the Lucy Calkins Units of Study program to read and write innovative, reflective, and engaging texts that analyze and extend ideas about books and topics they are passionate about this year.

This year’s units of study will include exploring and learning the genres of short stories, historical & realistic fiction and informational texts. Throughout the units, students will read a variety of short stories, picture books, articles, and novels.

Students will read independently and in book clubs. Students will examine the plot, setting, point of view, theme, and character development, while also making connections to our units of study in Humanities. We will use mentor texts as exemplars for teaching points to help students develop as readers and writers. Students will be empowered to develop their personal reading routines/habits in their choice of novels. Examples of the texts read this year include A Long Walk to Water by Linda Sue Park, The Breadwinner by Deborah Ellis, Esperanza Rising by Pam Munoz Ryan, Your Move by Eve Bunting, and Raymond’s Run by Toni Cade Bambara, amongst many others.

Grade 7 Language is power. It transforms us and connects us across time, space, and culture. To cultivate this ideal, Grade 7 English utilizes the Common Core standards in reading, writing, language, and speaking and listening. The goal is to develop a love of reading, think deeply, engage as an active reader, and express opinions in a thoughtful manner, while using text-specific evidence and grade-level appropriate grammar and vocabulary. Students will engage in writing through the writing workshop process, which includes drafting, giving and receiving feedback, and publishing. Grade 7 English will use the Lucy Calkins Units of Study program to write innovative, reflective, and engaging texts that analyze and extend ideas about books and topics they are passionate about this year.

This year’s units of study will include exploring and learning in depth the genres of realistic fiction, informational texts, and dystopian literature. Throughout all units of study, students will read a variety of text types, including short stories, informational articles, and novels. A key anchor text for the grade will be The Giver, by Lois Lowry, which will be used to facilitate student exploration of societal values, in the fictional world, and in our own community. Some of the book club examples this year will include Totally Middle School by Betsy Groban, The Hero Next Door by Olugbemisola Rhuday-Perkovich, and Flying Lessons & Other Stories by Ellen Oh.

Grade 8 Language is power. It transforms us and connects us across time, space, and culture. To cultivate this ideal, Grade 8 English utilizes the Common Core standards in reading, writing, language, and speaking and listening. The goal is to develop a love of reading, think deeply, engage as an active reader, and express opinions in a thoughtful manner, while using text-specific evidence and grade-level appropriate grammar and vocabulary. Students will engage in writing through the writing workshop process, which includes drafting, giving and receiving feedback, editing, revising, and publishing. They will embark on applying the various skills and writing strategies they learn to build on their abilities to write different genres, such as memoir, informational texts, and argumentative writing.

This year’s units of study will include book clubs of various genres and texts, including realistic fiction, informational text, poetry, and argumentative text. Examples of the texts read this year include The Outsiders, by S.E.Hinton, Long Way Down

by Jason Reynolds, Bomb by Steve Sheinkin and Unpunished Murder by Lawerence Goldstone, amongst others.

Spanish

Grade 6 El curso de Comunicación de Sexto Grado tiene como objetivo desarrollar las habilidades comunicativas de los estudiantes en lectura, escritura y comunicación oral. Los estudiantes leen textos literarios y no literarios y analizan elementos como la acción, los personajes y el ambiente en obras literarias breves. Además, aprenden a producir textos descriptivos, narrativos y poéticos, aplicando reglas de ortografía y puntuación, y utilizando un vocabulario adecuado. También adquieren nociones de gramática y practican el análisis morfológico mediante la identificación de las categorías gramaticales en las oraciones de los textos leídos. En cuanto a la comunicación oral, participan en exposiciones donde comparten opiniones y puntos de vista sobre diversos temas. Por otro lado, se trabajan contenidos del programa oficial peruano (OPP), lo que les permite reconocer valores personales, apreciar la diversidad cultural del Perú, desarrollar su identidad y mostrar iniciativa hacia el desarrollo sostenible del entorno. Las competencias de ambas disciplinas, Comunicación y Personal social se trabajan en cuatro unidades temáticas: "Viviendo una vida practicando los valores", "Hechos de la República en la Historia del Perú", "Experiencias que nos hacen madurar" y "La literatura como un camino hacia el entretenimiento".

Grade 7 El curso de Comunicación de 7mo grado tiene como finalidad asegurar que los alumnos desarrollen sus habilidades de comprensión lectora de diversos tipos de textos, tales como cuentos y leyendas peruanas, novelas cortas, artículos informativos. Asimismo desarrollan habilidades para crear diversos estilos de redacción, tales como textos narrativos, descriptivos, periodísticos, con la finalidad de afianzar la organización de ideas y ampliar el uso de vocabulario variado. Además, el objetivo del curso es alcanzar una debida expresión oral de ideas, de forma coherente y cohesionada, para narrar, describir o argumentar en su lengua materna. A lo largo del año los alumnos refuerzan aspectos de la gramática, reconocen y aplican las reglas de acentuación y ortografía para darle mejor sentido a sus textos escritos. El curso de comunicación es enseñado de manera interdisciplinaria a través de temas relacionados al programa oficial peruano (OPP), el cual tiene como objetivo afianzar el desarrollo personal y participación democrática de los alumnos a través de lecturas y actividades que los invitan a construir su identidad, comprender aspectos geográficos de Perú, respetar las diversidades culturales, participar en la búsqueda del bien común y la convivencia social pacífica.

Además, aprenden a usar artículos periodísticos como fuentes de investigación para informar de manera objetiva y construir interpretaciones históricas.

Todos estos estándares son evaluados a lo largo del año en cuatro diferentes unidades temáticas: “ Leyendas para conocer la geografía y cultura de Perú”, “Los derechos de los niños del mundo”, “ Noticias que nos mantienen al día”, “Los niños en la sociedad”.

Grade 8 El curso de Comunicación de Octavo Grado se enfoca en la adquisición de habilidades lingüísticas y comunicativas, con el objetivo de que los alumnos desarrollen competencias en la comprensión y producción de textos orales y escritos, transmitan ideas de manera clara, organizada y reflexiva en diversos contextos y adquieran el gusto por la lectura. La asignatura tiene un enfoque interdisciplinario que integra temas del programa oficial peruano (OPP) relacionados con la construcción de la identidad y los aspectos históricos de la sociedad peruana en las etapas prehispánica y colonial, promoviendo la valoración de la identidad cultural y fomentando una actitud crítica hacia la historia. Durante el transcurso del año, los estudiantes leen, analizan y escriben una variedad de textos, tanto literarios como no literarios, y desarrollan habilidades de ortografía y gramática. Estas competencias se trabajan en cuatro unidades temáticas: "La civilización andina y su legado cultural", "Voces e identidades", "¿Por qué contamos historias?" y "Encuentro de dos mundos, intercambio y sociedad colonial".

Spanish B - Advanced During this course students will continue discovering, learning, and using the language in meaningful, creative and engaging contexts. The contents and the activities selected for this level are planned to build competency in each of the four language skills: listening, speaking, reading, and writing. Throughout the year the students will be working on different projects that will allow them to demonstrate their mastery of the Spanish language concepts learned. Students will be expected to expand their vocabulary range to include more sophisticated terms, use advanced language expressions as well as to incorporate new grammatical concepts. The students will improve their reading and listening comprehension skills and have the opportunity to work in groups to generate discussions in order to practice their oral interaction skills. They also will have the opportunity to improve their reading and comprehension skills by being exposed to a variety of more complex reading resources. The students will reinforce their ability to communicate effectively and express themselves with confidence in Spanish. Thus, they will have the chance to consolidate their cultural awareness by showing appreciation for the diversity of the Spanish-speaking world.

Spanish B - Intermediate This course is skill based on listening, speaking, reading and writing. It builds upon knowledge gained in the Novice level.

Our focus during this level will be to promote communication proficiency. The students are exposed to a variety of activities that will reinforce this important skill, like oral presentations, expressing their opinions and giving feedback to their peers in the target language. Thus, the students will be reviewing grammatical concepts and will continue to add new tenses. On the other hand, they will have the opportunity to improve their reading comprehension skills by reading distinct kinds of reading selections according to the Unit learned. In addition, the students will start writing different types of texts. It is our aim that the students will learn by doing Hands-On Activities and projects that are carefully planned to reinforce the various topics learned in class. Moreover, customs and cultural insights are also provided. After all, students not only learn the language but also they learn the culture.

Spanish B - Novice This course will provide the students with a general introduction to the Spanish speaking world. It is specially planned for the students with no or little Spanish background. It is based on the acquisition of the four skills: listening, speaking, reading and writing. Some of the goals are that the students will be able to carry on a simple conversation, give, or request information. Additional goals will be to use the vocabulary in context, become familiar with basic grammatical concepts, and read relevant material related to the Unit that is studied. The last, but not the least important, is to expose students to Spanish culture. Almost every new concept is followed by a Hands-On Activity, so the students will learn by doing and thus

have fun at the same time. Furthermore, extending and taking their learning experience to the next level. Finally, it is recommended that students take advantage of the immersion opportunity in Lima by interacting with other Spanish speakers.

Humanities

Grade 6 Humanities 6 focuses on introducing students to the key concepts and skills they will need for continued learning in the social sciences throughout middle and high school. An overarching theme to the year is culture, conflict and change.

Students will investigate ideas such as culture and identity, stereotypes and social issues within historical and contemporary contexts. Over the course of the year, students will work to become independent and critical thinkers as they research, read, and reflect on events and then look at how those events impact on themselves and the world around them today. Humanities will use the AERO standards and practices along with Common Core ELA standards to investigate topics and issues of relevance and interest to students.

Over the course of Semester 1, we will begin learning about and investigating the ideas of identity and culture,as well as social systems and social structures in the world around us including our daily lives at school and beyond. The second half of the semester, students will be reading historical fiction novels that involve social issues, and will research and learn more about the history of the region and how knowing about the past can help us understand the present.

Semester 2 will kick off with a study of the 5 major religions and creating comprehension notes to capture our understanding and making deeper connections in our lives and the world around us. The last unit of the semester will have students investigating the unintended uses of technology and how technology can influence forced or voluntary migration and impact societies and the environment.

Reading and Writing skills are intertwined into the units along with content. Students learn and practice both reading and writing skills that help them to understand and clearly communicate their ideas, both orally and in writing. Over the course of the year, students will develop these skills by: a) developing and communicating an argument supported by textual evidence and/or research; b) researching, reading, and analyzing fiction and nonfiction texts, along with primary and secondary sources (images, maps, etc.); c) generating research questions and using (and further developing) their research skills to search for answers to their questions; d) further developing interpersonal and communication skills to work with others and communicating their findings and ideas, both within smaller and larger groups.

Grade 7 This year in Humanities 7, we will nurture our curiosity about the world and deepen our ability to think critically and to examine evidence; we will learn about different events, people, and various issues from both the past and present, and

how various authors and historians interpret what happened. Throughout the year, we will explore topics that will deepen our understanding of the roots of our identities along with the different cultures and civilizations that surround us.

During the first semester, we will investigate the roots of our personal and cultural identities through writing; we will also read longer and more complex literary non-fiction texts about people who have made significant impacts both in history and our present day . During Semester 2, we will learn about the impacts of different types of governments and economies, as well as their strengths and weaknesses, and the impacts they have on people. In the process of exploring these topics, we will debate and also write arguments about the challenges and balances involved with free speech. The year will wrap up with an exploration of propaganda from World War Two and the different forces that shaped this propaganda..

Reading and writing skills are intertwined into units of study along with content standards. We will learn and practice both reading and writing skills that will help us to understand and clearly communicate our ideas, both orally and in writing. We will develop these skills by: a) developing and communicating an argument supported by textual evidence and/or research; b) researching, reading, and analyzing fiction and nonfiction texts, along with primary and secondary sources (images, maps, etc.); c) generating research questions and using (and further developing) our research skills to search for answers to our questions; d) further developing interpersonal and communication skills to work with others and communicate our findings and ideas within both smaller and larger groups.

Grade 8 In Humanities 8, we will be investigating causes and effects of social, political, and technological change and their impact on the human condition. Students will continue to develop their critical thinking skills to reflect on global identity, conflict, social justice, and how these factors impact the individual, the community, and the world in both historical and contemporary contexts. Over the course of the year, students will become independent and critical thinkers as they research, read, and reflect on current and past events, and then analyze how those events impact themselves and the world around them.

Semester One will include students learning about rights and responsibilities, with a focus on the history and impact of Human Rights, including the United Nations Universal Declaration of Human Rights and relevant Sustainable Development Goals). From there, we will move into investigating various technological developments and advances, learning about their impacts through the lens of rights and responsibilities. Over the course of Semester Two, students will take what they have learned in Semester One and will focus on how geography, economics and social issues in the world around them and their impact on rights and responsibilities at the micro and macro levels of society. The last part of Semester Two will focus on the effects of war and its impact on migration, human and geographic impacts as well as the impacts on societies, cultures and human rights.

Reading and Writing skills are intertwined into the units along with content. Students learn and practice both reading and writing skills that help them to understand and clearly communicate their ideas, both orally and in writing. Over the course of the year, students will develop these skills by: a) developing and communicating an argument supported by textual evidence and/or research; b) researching, reading, and analyzing fiction and nonfiction texts, along with primary and secondary sources (images, maps, etc.); c) generating research questions and strengthening their research skills to answer their questions; d) further developing interpersonal and communication skills to work with others, while communicating their findings and ideas, both within smaller and larger groups.

Science

Grade 6 The course will be centered on the Next Generation Science Standards that ask students to approach learning in new and different ways, grounded in students making sense of phenomena and solving problems using the three dimensions (crosscutting concepts, and disciplinary core ideas and science practices) of science together. First semester begins with The Process of Science. Students will learn about Hypothesis and Scientific Variables in order to be able to design a scientific investigation. Then we start with our Cell unit, focusing on how all living things are made of cells, about cell parts and how each part contributes to the cell functions. Finally students will learn about human body systems.

In semester two we will introduce the Energy Unit (mechanical energy). We learn about setting up investigations through the use of variables to test the relationship between mass and speed and kinetic and potential energy. In our investigations, students also focus on creating a clear and accurate investigation report: using a procedure and materials, identifying variables, collecting data to represent in a graph and writing a conclusion & analysis.

Students also demonstrate their understanding of kinetic and potential energy, momentum, inertia, and the law of the conservation of energy by explaining phenomena and real-life examples that demonstrate that concept. Students will apply energy concepts in their planning, design, construction and changes based on testing of their Rube Goldberg Machine.

Finally, our school year will be finished with the Earth Systems Unit with a general understanding of the rock cycle and then more in-depth about how the Earth’s processes and geologic events help shape the Earth’s surface, such as plate tectonics, plate boundaries, mountains, volcanos, seafloor spreading, etc.. Students will construct a scientific explanation to describe a phenomena, explaining how the processes interact over different time and scale.

Grade 7 The course will be centered on the Next Generation Science Standards that ask students to approach learning in new and different ways, grounded in students making sense of phenomena and solving problems using the three dimensions (crosscutting concepts, and disciplinary core ideas and science practices) of science together. The students start the year by learning about ‘Forces and Motion’ performing controlled experiments on moving objects using an inquiry based approach. Students are taught to ‘be curious’ and ask questions and support their conclusions with data and reflection.

The foundation of our first unit is in both developing their skills as scientists and also exploring new scientific concepts in the domain of physics.

Afterwards, students transition into chemistry by studying forms of matter and properties of atoms and elements.

Students apply their knowledge and skills of the scientific method to learn about concepts and explore properties of elements in a laboratory environment. The last unit of the year is ‘Ecosystems’ and finish with exploring the dynamics of various interactions among organisms.

Grade 8 The course will be centered on the Next Generation Science Standards that ask students to approach learning in new and different ways, grounded in students making sense of phenomena and solving problems using the three dimensions (crosscutting concepts, and disciplinary core ideas and science practices) of science together. The first half of the year will explore space systems, focusing on the scale of our solar system and how gravity affects the motion of objects in space.

From there we will move into climate and weather, looking into the different factors that create climate zones and ultimately applying our learning to explain Lima's unique climate. The second half of the year will include a unit on waves and information. Focus topics are what are the different properties of waves, how can waves interact with matter and how can we use waves to transmit information around the globe (WIFI). The unit will conclude with us looking at how analog and digital signals are different and what are the different ways digital signals are more reliable in our ever changing modern world.

Over the course of the year students will work towards further developing their skill in scientific modeling, using and integrating mathematical representations and obtaining, evaluating and communicating information.

Math

Grade 6 Throughout Semester 1, students will learn how to multiply and divide multi-digit numbers using a standard algorithm.

Students learn estimation and create real-life story problems to show an in-depth understanding and review and practice using all four operations (+, -, x, /) with decimals. Using a standard algorithm, students will begin fluently dividing multi-digit decimals too. In our first math unit, students will explore the area and perimeter of triangles, quadrilaterals, and regular, irregular polygons. They will also learn how to represent three-dimensional figures using nets made up of rectangles and use the nets to find the surface area of these figures. Our next unit will begin with the concept of ratios as the relationship between two quantities, equivalent ratios and solve, applying ratios to double number lines and/or ratio tables, and the concept of unit rate and solve. Students will also apply ratios and unit rates to real-life applications.

In Semester 2 students find the greatest common factor (GCF) & the least common multiple (LCM). Students will learn to divide fractions, improper fractions, and mixed numbers. Children will use both models and algorithms to find the quotient with word problems, and also interpret the quotients. Students then will be introduced to expressions and equations where they will use order of operations, variable, term, constant, coefficient, expression, and equation, distributive property, like terms, and simplifying & substituting expressions. Students finish grade 6 with statistics by finding, understanding, and interpreting the measures of central tendency. Students will be given data sets and asked to find the mean, median, mode, and range in order to analyze the data.

Grade 7 The first semester of this course covers two major topics; Proportional Relationships, Geometry and Rational Numbers.

The Geometry unit includes topics about scale copies, corresponding parts and change in area which support their subsequent work on Proportional relationships. In the Proportional Relationships Unit, students investigate proportional relationships, equivalent ratios, and solving real word problems, connecting proportional quantities in tables, equations, and graphs. Then in the Geometry unit, students focus on identifying circle parts and finding their area and circumference in various contexts. Finally, the last unit delves into Rational Numbers, emphasizing understanding negative numbers and applying them in mathematical operations with integers, fractions, and decimals.

The second semester of the course covers three major topics; Percentages,Expressions and Equations and angle properties and D-D Shapes. In the Percentages unit students apply their previous understandings of proportional relationships to percentages, learning to solve various problems including tax, discount, tip, and interest. students are introduced to algebra, where they simplify complex expressions, solve 2-step equations, and graph inequalities on a number line. Finally, in the last unit, students apply their previous work on equations to solve for variables in different contexts of lines, while also incorporating rules of angle properties. Further, student will learn to find surface area and volume of 3D shapes.

Grade 8 The first semester of this course covers two major topics; Geometry and Expressions and Equations. The Geometry unit includes topics about congruence, similarity and transformations. The expression and equations unit includes exploring the connections between proportional relationships of lines and linear equations, solving linear equations and solving pairs of linear equations.

The second semester of this course covers four major topics; Functions, Exponents, Probability and Statistics, and Geometry. The functions unit includes defining, evaluating and comparing functions along with using functions to model relationships between quantities. The exponents unit explores the definition and basic operations of exponents and the definition and basic operations of scientific notation. The probability and statistics unit explores scatterplots, linear regression, linear association, linear modeling, stem plots, dot plots, box plots, outliers and bivariate data display using two way tables. The geometry unit includes exploring the Pythagorean Theorem and solving mathematical problems involving cylinders, cones and spheres.

Arts Electives

Beginning Band Prerequisite: None Length of Course: Full Year Beginning Band provides an opportunity for the student to participate and experience in instrumental ensemble playing.

Special attention is given to forming proper habits with regard to band routine, tone production, intonation, interpretation and other skills through technical study and participation.

Students, with guidance from the teacher, will choose a woodwind, brass or percussion instrument. Students can choose to buy their own instruments but these instruments will be provided by the school for students to use. Through ensemble playing, they will learn how to read music, and play as a group.

The band will perform a varied repertoire in a number of required concerts and community events during the year. The dates of these concerts will be published to parents at the beginning of each semester.

In order for students to progress and excel in the class, they are expected to practice for approximately 20 minutes a day, 5 days a week.

Intermediate Band Prerequisite: Exit level ability in Beginner Band or prior experience with an instrument and/or with teacher approval Length of Course: Full Year The primary focus of Intermediate Band is on the development and expansion of musical skills that lead to more rewarding performance experiences. In addition to large group ensembles, individual growth and achievement are encouraged through new performance opportunities such as playing alone or in smaller ensemble groups during class. Skills such as note reading, tone production, intonation, interpretation are reinforced and developed further at this level. Students will continue with the instrument choice from Beginning Band.

The band will perform a varied repertoire in a number of required concerts and community events during the year. The dates of these concerts will be published to parents at the beginning of each semester.

In order for students to progress and excel in the class, they are expected to practice for approximately 20 minutes a day, 5 days a week.

Percussion Ensemble Prerequisite: None Length of Course: Full Year Percussion Ensemble opens up a huge world of rhythms played all over the world. From the Afro Peruvian music to the European or African traditional dances, the students will explore a wide variety of percussion instruments, and their connections to music, traditions, and celebrations from around the world. Other soft skills like teamwork, collaboration, and creativity will also be part of their learning.

Skills such as note reading, rhythmic training, interpretation are reinforced and developed further at this level. The Percussion Ensemble will perform a varied repertoire in a number of required concerts and community events during the year. The dates of these concerts will be published to parents at the beginning of each semester. In order for students to progress and excel in the class, they are expected to practice for approximately 20 minutes a day, 5 days a week.

Drama Prerequisite: None Length of Course: Full Year This course follows the National Arts Core Standards. Students will explore the essentials of Drama through character building, ensemble work, script writing and performance. The course teaches students to develop characters and performances through rehearsal and collaboration. Students will also learn how to refine artistic work for performance and investigate multiple solutions for staging theatre work by looking at costume, lighting, sound and stage design. They will have the opportunity to develop both their leadership and collaborative skills and perform in a range of group sizes and styles. Contemporary social, cultural, or global issues will be explored through a range of theatre practitioners and genres.

Visual Arts Prerequisite: None Length of Course: Full Year The Visual Art course follows the National Core Arts Standards. Students interested in Visual Art will focus on further developing art skills, vocabulary, and creativity. Students express themselves creatively through two dimensional art which might include drawing, painting, collage, drawing, and printmaking. Three-dimensional projects may include functional or sculptural with a variety of materials such as clay, plaster gauze, wire and carboardThere is also one ‘textile art’ unit every year, that may include weaving, embroidery, sewing or knitting.

Art history, art appreciation, and art criticism are integrated into the lessons. Composition, technique, the elements and principles of design, and attention-to-detail are explored.

Strings Orchestra (Mixed Ability) Prerequisite: None Length of Course: Full Year The Strings Orchestra (Mixed Ability) class offers instruction on violin, viola, cello, and string bass instruments with a focus on developing the skills and techniques necessary for long-term success. Fundamental techniques are stressed and reinforced including proper posture and playing position, development of characteristic tone quality and training in string orchestra literature. Students can choose to buy their own instruments. The school is able to provide instruments for school and home use.

Strings Orchestra welcomes students who would like to continue to develop their musical abilities and techniques in conjunction with or beyond the Suzuki program or prior experiences. Beginners can also participate. They will be provided with additional guidance so as to be successful in class.

The orchestra will perform a varied repertoire in a number of required concerts and community events during the year.

The dates of these concerts will be published to parents at the beginning of each semester.

In order for students to progress and excel in the class, they are expected to practice for approximately 20 minutes a day, 5 days a week.

Choir Prerequisite: None Choir class focuses on the development of comprehensive choral musicianship through the performance experience.

Singing can be a life-long experience that is not only enjoyable, but fosters ear training, intonation, breath support, and confidence in oneself. Choir is designed to help students develop musical skills such as note reading, sight reading and pitch accuracy during regular practice, as well as non-musical skills such as focused concentration, performance preparation and etiquette, and teamwork.

The choir will perform a varied repertoire in a number of required concerts and community events during the year. The dates of these concerts will be published to parents at the beginning of each semester.

In order for students to progress and excel in the class, they are expected to practice regularly each week

Arts Exploration (6th grade only) Prerequisite: None Length of Course: One semester for each Arts Area This course offers students an opportunity to experience two arts areas throughout the year. Students will be able to see the connections between the arts as well as developing their skills in each.

Visual Arts: In this class we will explore the different art media and techniques that we can use to do art work. Students will be exposed to different activities and ways of making art through painting, drawing, paper folding, cardboard construction, collage, and other ideas they might have. We will also do visits to art exhibits when possible.

Design

Design 6-8 Program Overview The grade 6 design course will be centered on Stanford’s d.school Design Thinking methodology and supported by International Society for Technology in Education (ISTE) standards. Students follow the process independently and collaboratively to develop empathy, define a problem, develop ideas, prototype, and evaluate their solution to know when to pivot or persevere.

Grade 6 Design 6, offered in semester two, will apply the design thinking process to a variety of engaging learning units. Students will be challenged to use their creativity and problem-solving skills to design a physical prototype capable of holding water with limited resources. They will also create digital model of a robot concept to assist their target audience with a specified problem, as well as create a presentation to explain its functions. Students will develop their skills in computer programming, graphics, and interactive game design, as well as learn how to apply the principles of design thinking to real-world problems. This course will equip students with the knowledge to create innovative and creative solutions.

Grade 7 Design 7 is a semester long class. It starts with an introduction to design thinking with a specific table design. Then, students will explore an engineering project in which they apply the design thinking process to create a prototype of a flying device with the mission of protecting an egg that will be dropped from a specific height. Later they will learn computational thinking concepts and how to create animations, an interactive card, and a video game using the Javascript

programming language. Finally, students will explore robotics with a focus on building and programming to address time and resources constraints to solve problems by performing specific functions.

Grade 8 Design 8 is a semester long class. It starts with an introduction to design thinking through the construction of a free-standing structure called ‘The Spaghetti Tower Challenge’. Simultaneously, the students also start a recurring unit called 'Digital Identity" which aims to cultivate safe online habits and interactions in safe environments.

Following this introduction, students continue applying the process of design thinking to more elaborate structures in our ‘Built to Fail’ unit wherein they prototype, and refine the process of bridge building and apply many facets of structural engineering. In this unit, they will further explore the design process of structures, forces, and modeling tools to create a model of a bridge while considering safety aspects and maximizing its efficiency.

In our final unit of the semester, students are introduced to 3D printing and laser cutting. They apply the process of computer animated design to help a community member create a product to use in their lives. This community outreach is tantamount to the work of professional designers and serves as a "capstone" project for students to exemplify design thinking from empathizing with a client to prototyping and testing.

Physical Education

Grade 6 In Grade 6 Physical Education, the main focus is for students to engage in activity, understand the importance of an active lifestyle and also be conscious of how activity supports their physical, mental and social health.

Essentially throughout the school year, students learn about cooperation and what some of the characteristics of a good teammate and competitor are. With activity being our main emphasis, the G6 Students also participate in FDR FitnessGram fitness testing 4 times throughout the school year (once a quarter). This fitness testing assesses each student's cardiovascular endurance, muscular strength, muscular endurance, agility and flexibility. The purpose of the testing is for students to observe where they are in terms of the healthy standard but most importantly how they can take their own personal data to set fitness goals and reflect on results. Furthermore, in Grade 6 PE, students also get an opportunity to learn about how to strategize with offense and defense and how one can use tactics in order to advance in various games. With strategy, students will be exposed to different skills from various sports and in turn, need to learn and apply these skills into game-like situations. The sports/activities in 6th grade include outdoor education, cooperative games, handball, pickleball, tchoukball, backyard games, movement composition and aquatics. Overall, the G6 PE school year is a time to learn about ourselves through movement and creating healthy lifelong habits!

Grade 7 In Grade 7 Physical Education, the main focus is for students to engage in activity, understand the importance of an active lifestyle and also be conscious of how activity supports their physical, mental and social health. Essentially throughout the school year, students learn about cooperation and what some of the characteristics of a good teammate and competitor are. With activity being our main emphasis, the G7 Students also participate in FDR FitnessGram fitness testing 4 times

throughout the school year (once a quarter). This fitness testing assesses each student's cardiovascular endurance, muscular strength, muscular endurance, agility and flexibility. The purpose of the testing is for students to observe where they are in terms of the healthy standard but most importantly how they can take their own personal data to set fitness goals and reflect on results. Furthermore, in Grade 7 PE, students also get an opportunity to apply offensive and defensive strategies in order to advance in various games. With strategy, students practice skills from various sports and in turn, apply these skills into game-like situations. The sports/activities in 7th grade include badminton, cooperative games, outdoor education, field hockey, volleyball, fitness, movement composition and aquatics. Overall, the G7 PE school year is a time to learn about ourselves through movement and creating healthy lifelong habits!

Grade 8 In Grade 8 Physical Education, the main focus is for students to engage in activity, understand the importance of an active lifestyle and also be conscious of how activity supports their physical, mental and social health. Essentially throughout the school year, students learn about cooperation and what some of the characteristics of a good teammate and competitor are. With activity being our main emphasis, the G8 students also participate in FDR FitnessGram fitness testing 4 times throughout the school year (once a quarter). This fitness testing assesses each student's cardiovascular endurance, muscular strength, muscular endurance, agility and flexibility. The purpose of the testing is for students to observe where they are in terms of the healthy standard but most importantly how they can take their own personal data to set fitness goals and reflect on results. Furthermore, in Grade 8 PE, students further their ability to apply offensive and defensive strategies in order to advance in organized competitions and game play. Students also spend time correctly demonstrating skills and strategy in game-like situations. The sports/activities in 8th grade include badminton, tennis, outdoor education, volleyball, backyard games, movement composition, basketball and aquatics. Overall, the G8 PE school year is a time to learn about ourselves through movement and creating healthy lifelong habits!

Health & Wellness

Grade 7 In Unit 1: Food and Nutrition, students will identify the recommended foods on the Harvard Healthy Plate. They will distinguish between the best choices and foods to limit for their health. They will design a sample meal plan to apply these skills. Students will also learn how to use critical thinking skills to recognize the power of marketing and how to read food labels to make informed choices. Understanding food systems and access will be an important concept for students to recognize the factors that influence our food choices and the health of our communities. Students will end the unit by preparing and sharing a healthy snack incorporating what they learned in Unit 1.

In Unit 2 (Healthy Lifestyle), students will learn new habits for taking care of their bodies and brains. They will understand how the biological clock and sleep impact their learning, mood, and energy. Students will also identify the positive and negative effects of stress and how to use specific strategies for managing stress. They will analyze the effects technology has on our daily lives and our health and well-being. They will learn about the dangers of sharing information online and the risks of video game addiction. Students will practice decision-making strategies in response to the dangers of alcohol and other addictive substances. They will also practice strategies for managing peer pressure. Finally, students will end the semester by understanding the physical and emotional changes that occur during puberty and how to practice self-care.

On Wednesdays, students will practice strategies to support their overall well-being. They will learn basic yoga flow sequences and understand how yoga can develop physical and mental strength. Additionally, they will practice mindfulness activities to bring focus to their bodies and minds. Finally, students will participate in guided meditation activities to help them manage and control emotions and stress.

Grade 8 In Unit 1, The Teenage Brain, students learn about the developing brain and the opportunities and risks associated with the adolescent brain. They will study the key parts of the brain, their functions and how they contribute to behavior and emotions. Students will also learn why their developing brain is at greater risk for developing addiction, and they will identify strategies for supporting brain health including mindfulness, sleep, healthy eating and exercise.

In Unit 2, Healthy Relationships, students will identify the characteristics of healthy, unhealthy and abusive relationships and how to navigate these by setting personal boundaries using assertive communication. Students will be able to recognize incidents of sexual harassment and know where to seek help. Students will learn about authentic consent, how to check if they have it, the laws surrounding it, and the importance of ensuring it is freely given. Finally, in this unit students will be able to identify the signs and symptoms of various Sexually Transmitted Infections and how to prevent them from spreading.

In Unit 3, Mental Wellbeing, students will research types of mental health disorders that often appear in adolescence and how to access treatment. Students will also analyze the impact of technology and social media on mental health.

On Wednesdays, students will assess their personal wellness using the Teen Wellness Compass, and they will set regular, personal goals to improve their health. They will also practice strategies to support their overall well-being, they will build on yoga sequences by creating their own individual and partner flows. They will also practice gratitude and mindfulness to strengthen their connection to themselves and others.

High School Course Guide

Table of Contents High School Course Guide Welcome to Colegio Franklin Delano Roosevelt High School Mission Core Values Learning Principles Graduation Requirements Credit Allocation Learning Support Service Learning Language Philosophy Combinations of Courses for Additional Distinction Sample Programs of Study Course Scheduling Information Timeline Course Load Course Prerequisites Course Placement Course Changes and Protocol Course Offerings 2024-2025 At a Glance English Individuals and Societies Arts Mathematics Spanish A 9 IB Spanish A Literature SL/HL IB Spanish A Language and Literature SL/HL Spanish 12 Verbal Reasoning OPP Innovation Academy IA English 9 IA Media Arts 9 Design Science 10 Product and Architecture Design Food Design Digital Media IB Physics SL/HL

49 55 55 56 56 56 57 57 57 57 58 59 61 61 61 61 62 62 62 62 62 62 62 62 62 62 63 63 63 63 63 63 63 63 63

Coding and Robotics IB Core IB Theory of Knowledge Course Descriptions by Department English English 9 English 10 IB English A Language and Literature SL/HL IB English A Literature SL/HL Spanish Español A Lengua y Literatura 9 Español A Lengua y Literatura 10 IB Español A Lengua y Literatura NM/NS IB Español A Literatura NM/NS Español A Razonamiento Verbal OPP 12 Spanish A Bridge Course Spanish B Novice Spanish B Intermediate Spanish B Advanced IB Spanish Ab Initio SL IB Spanish B SL/HL French IB French Ab Initio SL IB French B SL Social Studies US History Humanities 9 (OPP) World History Human Geography Arte y Cultura (OPP) IB Business Management SL/HL IB Economics SL/HL IB Global Politics SL/HL IB History SL/HL IB Psychology SL/HL Sciences Science 9 Biology and Environmental Systems Science 10 Chemistry and Physics IB Environmental Systems and Societies SL/HL IB Chemistry SL/HL IB Physics SL/HL

63 63 63 63 63 63 63 64 64 64 64 65 65 65 66 66 66 66 67 67 67 68 68 68 69 69 69 69 70 70 70 70 71 71 71 71 72 72 72 73 73

IB Biology SL/HL IB Sports, Exercise and Health Science SL/HL Mathematics Math 9 Standard Math 9 Extended Math 10 Standard Math 10 Extended IB Mathematics IB MATHEMATICS - ANALYSIS AND APPROACHES HL/SL IB MATHEMATICS - APPLICATIONS AND INTERPRETATION HL/SL NON-IB MATHEMATICS ELECTIVE - FINANCIAL MATHEMATICS & STATISTICS Arts Band Choir Strings Drama Visual Arts Foundation Arts and Culture OPP Visual Arts Studio IB Music SL/HL IB Visual Arts SL/HL IB Theater Arts HL/SL IB Core IB DP Theory of Knowledge Design Design Science 9: Environmental and Biological Engineering Design Science 10 Mechanical Engineering Product and Architecture Design Food Design Digital Media Coding & Robotics Introduction to Computer Science Psychology, Design & The Imperfect Art of Living 10 Psychology, Design & The Imperfect Art of Leading 10 The Independent Project 10 Physical Education Physical Education Outdoor Adventure Education Innovation Academy IA English 9 IA Media Arts 9

74 74 74 75 76 76 77 77 78 79 80 80 80 80 81 81 81 81 82 82 82 82 83 83 83 83 84 84 84 85 85 85 85 86 86 86 86 87 87 87 87

IA Design 9 IA English 10 IA Humanities 10 IA Media Arts 10 FDR Library & General Curriculum Our School Our Purpose Our Work Our Curriculum The Library Our Collection Supporting Family Requests The Role of Parents

88 88 88 88 91 91 91 92 92 93 94 94 95

Welcome to Colegio Franklin Delano Roosevelt High School Empowering our students to pursue their passion for learning This High School Program of Studies has been developed to assist you in planning a High School journey that meets your individual needs, interests and goals for further education. It describes the courses that FDR High School plans to offer during the 2024-2025 academic year.

Students and parents should take time to carefully study the graduation requirements, program options, course descriptions and related information contained in this Program of Studies. In order to select the appropriate courses, students should consult with their parents, counselor, the International Baccalaureate (IB) Program Coordinator, and their individual subject teachers. It is very important that students make subject choices that are well researched and suit their future educational aspirations. The FDR high school program is rich and extensive, and we highly recommend that students and parents consult this Program of Studies frequently, and with very careful consideration, so that the right combinations of subjects are selected to provide a well-balanced, yet challenging, journey toward the FDR High School Diploma.

It is important to note that the inclusion of a course description in this Program of Studies does not guarantee that the course will be offered, or that it will necessarily fit into a student’s individual schedule. The scheduling of a course is often dependent on a minimum number of student enrollment and the most effective allocation of teaching personnel.

The school reserves the right to cancel any course described in this Program of Studies for administrative reasons.

Mission At Colegio Franklin Delano Roosevelt, The American School of Lima, our mission is to empower our students to pursue their passion for learning, lead lives of integrity and create socially responsible solutions.

Core Values We believe that: ●

Embracing diversity sustains and enriches life.

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Service develops the individual and builds community.

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Experience is the most profound source of learning.

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Each person has the potential to contribute.

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Individual integrity is fundamental to a healthy community.

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Choice empowers.

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Survival of humanity depends on the health of the environment.

Learning Principles 1.

2.

3.

4.

5.

6.

7.

Students learn best when they can apply or connect their learning.

Learning happens for individuals in different ways and at different times.

Learning occurs best when students get clear, timely feedback as well as opportunities to apply that feedback.

Learning is enriched by multiple opportunities to practice in a supportive environment.

Emotional well-being influences educational performance, learning and development.

Learning includes active creation, integration and application, not just passive consumption.

Effective classroom management is based on setting and communicating high expectations, nurturing positive relationships and providing a high level of student support.

8. Learning happens best in an atmosphere of high expectations.

Graduation Requirements

Courses

FDR Diploma / IB Diploma

English

4.0 credits

Individuals and Societies

4.0 credits

Mathematics

3.0 credits

Science

3.0 credits

Spanish

2.0 credits

PE/Health

2.0 credits

The Arts

1.0 credit

Electives

5.0 credits

Total

24 credits*

*In addition to the above, all students must complete Creativity, Activity and Service (or equivalent) in Grades 11 and 12 to be eligible to graduate from FDR

Credit Allocation One credit is awarded for each full year course completed with a passing mark of 3 or above (based on our 1-7 grading scale). One half-credit is awarded for half year courses. Unless indicated otherwise in this Program of Studies, all FDR high school courses are full year (1.0 credit) courses. A minimum of 24 credits is required for graduation. Students transferring to FDR from another school may bring in a maximum of 8 credits per year. All students, regardless of their program, will be expected to meet the requirements for the FDR Diploma.

Learning Support The Learning Support department’s mission is to empower all students to develop self-efficacy, independence and to reach their full potential while nurturing their strengths through an inclusive culture that honors and celebrates diversity.

Always with the aim of providing suitable educational services required for the benefit of the student, the High School Learning Support department provides services for students who are eligible for an Individualized Education Program (IEP) or Monitoring Plan, attending to students’ strengths while helping them to learn strategies and develop skills in order to meet academic demands independently. The need for Learning Support plans, including accommodations, is determined by the HS Student Support Team (SST) through a multidisciplinary and holistic review of the student's current

levels of performance and identified needs. Learning Support services are provided in various ways; including but not limited to, small group sessions in Learning Strategies classes or through co-teaching in subject classes.

Service Learning Although there is no formal service learning requirement at FDR for grades 9 and 10, our freshmen and sophomore students are involved in service learning in many ways, including Classroom Without Walls, the FDR Mission Project, and a wide variety of student-led clubs. Through all these wonderful opportunities our students engage with service at many levels and explore many different ways to meet our mission objective of “creating socially responsible solutions” while making the world a better place. This service learning work is essential to support students in developing the skills and knowledge necessary to complete Creativity, Activity and Service in grades 11 and 12, which is a requirement for both FDR graduation and the IB Diploma.

Language Philosophy FDR recognizes that language is fundamental to learning in all areas of the curriculum and at all grade levels, and that students' ongoing language development is the responsibility of all teachers. This recognition affirms our commitment to promoting all students' language development in order to enable them to: ● ●

interact responsibly and respectfully with all members of the school community fulfill the school's academic program aims

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be able to function on both social and academic levels to the fullest extent of their language proficiency and potential.

Our language philosophy reflects our commitment to promote cross-cultural understanding within the school population. At FDR, language teaching and development is based upon the following principles: ●

Language is not isolated to one domain or another but rather is considered in terms of learning language, learning through language, and learning about language (Halliday, 1985).

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Acquisition of effective language skills is essential to the development of learning, thinking and social skills, as well as development of students' social and cultural identity.

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Language proficiency differs in terms of basic interpersonal communication and cognitive academic language proficiency (Cummins); all students must be supported in the development of their academic language proficiency, regardless of the target language.

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Language enables curiosity, creativity and collaboration, and additional languages enhance these types of learning.

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Transdisciplinary and interdisciplinary work promotes greater language acquisition and communication.

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The development of the host country language - Spanish - and the understanding of Peruvian culture are important for all members of the FDR community.

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We recognize the central role parents play in their children's language learning and the need to actively support this development.

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We recognize the central role students play in their own language learning and the need to actively commit to this development.

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We recognize the need to show commitment to the language of instruction in all classrooms; this means Spanish in Spanish language classrooms, French in French language classrooms, and English in all other classrooms.

Combinations of Courses for Additional Distinction Based on their own individual needs and interests, FDR students entering Grade 11 can choose between different combinations of courses to distinguish themselves while completing their FDR High School Diploma. There are two main combinations, although there is some overlap between them and students can earn more than one additional distinction while en route to their FDR diploma. The two main combinations of courses leading to additional distinction are detailed in the infographic below. Further information can be provided by our school counselors and program coordinators.

Sample Programs of Study Students in Grades 9-12 must complete a rigorous and balanced program of studies in English, Humanities, Languages, Mathematics, Science, the Creative Arts, Physical Education/Health and other Electives.

Grades 9 & 10 In Grades 9 and 10, courses have been created by FDR teachers to ensure our students are well prepared and ready to enroll in the International Baccalaureate Diploma Program (whether as a full Diploma or Course Candidate) and OPP courses in Grades 11 and 12.

A typical course load for Grade 9 and 10 students includes: ● ● ● ● ● ● ● ●

English Spanish Mathematics Science or Design Science Humanities Physical Education Elective 1 Elective 2

Grades 11 & 12 International Baccalaureate (IB) courses provide the core of FDR’S academic curriculum in Grade 11 and 12. IB courses are two year courses, with the first half taken in Grade 11 and the second half in Grade 12. FDR students take IB courses to meet the requirements of the FDR Diploma, and in addition may take them to obtain the IB Diploma or IB certificates, or to supplement their studies as they work toward Official Peruvian Program certification.

The International Baccalaureate Diploma Program is a rigorous pre-university program. Created in 1968, the rationale for the program was twofold: first, to provide a common curriculum and a university entrance credential for students who often moved from country to country; and second, to provide students with a rigorous program of studies that emphasizes critical thinking, international-mindedness, and exposure to a wide variety of skills and learning experiences.

The aim of the IB Diploma Program at FDR is the holistic development of students intellectually, emotionally, physically and socially, so that when they leave our school they are ready for active world citizenship. In addition to the required subject groups, at least three of which must be taken at the higher level, students must also meet the IB core requirements in order to earn the IB Diploma. Theory of Knowledge is a course that ties together the various subjects of the IB curriculum, encouraging students to look at knowledge and learning from different perspectives, and apply their learning to their personal growth. An Extended Essay component requires that they independently select and research a topic of their choice, drawing from their studies in their IB courses and synthesizing academic sources. Finally, to instill a sense of personal development, connection with the world and empathy with its peoples, Creativity, Action, Service (CAS) extends students’ learning outside the classroom and beyond the purely academic realm.

A sample course load for an FDR student who wants to earn the distinction of a full IB Diploma in addition to the FDR Diploma might look like this: ● English Language and Literature HL ● Spanish Language and Literature HL ● Global Politics HL ● Psychology SL ● Biology SL ● Mathematics SL ● Theory of Knowledge (taken during 2nd semester of Grade 11 and 1st semester of Grade 12 only) ● Extended Essay (not timetabled as a class but mandatory to complete during Grade 12) ● Creativity, Activity and Service (same as for the Extended Essay above)

Please note that students in Grades 11 and 12 who choose not to pursue the full IB Diploma are not bound by the same requirements, and can therefore pick their courses accordingly, as long as they meet FDR graduation requirements (for example, they do not need to complete the Extended Essay, or take any higher level classes, although they can take these classes if their time, interests and foundational skills and knowledge allow). IB classes at either the higher or standard level are also taken by OPP students to round out their program of studies and meet FDR graduation requirements.

Course Scheduling Information Timeline The course selection process at FDR begins at the end of February and concludes by the middle of April, although schedules do not become final until June. Students are assisted in their course selections by counselors, program coordinators, teachers, faculty members and the high school administration.

Course Load Students in Grades 9 and 10 are expected to enrol in 8 courses. Students in Grades 11 and 12 must enrol in the minimum number of courses necessary to keep on track to meet FDR graduation requirements with the correct combination of core and elective classes. A full-time student normally takes 6 to 8 courses in Grades 11 and 12. In addition to meeting the minimum requirements for graduation, students are strongly encouraged to choose a combination of courses that challenges them, meets their abilities, captures their interests, and furthers their university admission and career objectives.

Course Prerequisites Some courses require that a previous course is completed prior to enrolment. For example, a student must complete the first year of IB Physics SL (Grade 11) before taking the second year (Grade 12). In addition, some courses will require that previous proficiency or potential is demonstrated through prior course selections and evidence of achievement. For example, students who wish to enrol in Higher Level Mathematics should have taken and demonstrated significant evidence of achievement in Math 10 Extended.

Course Placement During the course selection process students will be given feedback from teachers that summarizes their achievement to date and their demonstrated level of preparedness for the rigor of course offerings, and in particular their readiness for the rigor of higher level courses. The feedback will take the form of grading and assessment data as well as Approaches to Learning (ATLs), and it will be particularly important during the course selection process in the second semester of Grade 10. At this time, students will need to choose their Program of Study and select their courses for the remainder of high school (Grades 11 and 12), and the better informed they are about the courses they are considering and their own abilities, the more likely it is that they will make appropriate choices and be more successful with their studies. If evidence from a teacher suggests that a student should not take a particular course, the student must sign a conditional contract before being allowed to enrol in that course; and in order to maintain enrolment, the student must observe the conditions stated within the contract.

Course Changes and Protocol Course changes are very disruptive for both students and teachers because of the effect they have on the flow of both learning and teaching. As a result, we feel strongly that course changes should be kept to a minimum, and we try to achieve this by making sure students and parents are as well informed about our programs and courses as possible before selections are made. However, if course changes become necessary, they must follow FDR protocol and fall within our course change deadlines, which state that no student initiated course changes are possible for Grade 9 and 10 students after the second week of a new school year, and that no course changes are possible for Grade 11 students after September 15 (except in certain extenuating circumstances at the discretion of HS Admin). Students who request to drop a course after the student initiated course change windows close will receive a W (Withdrew) for that course on their final high school transcript. For further information please see Guidance and Protocol for Changing Courses and Rationale, Definitions and Protocol for Grade 11 Course Changes

Course Offerings 2024-2025 At a Glance The list below offers quick guidance, but whether a course is actually offered depends upon student enrolment, available staffing, and other scheduling considerations.

English

Individuals and Societies

Arts

Mathematics

English A 9 English A 10

US History Humanities 9 (OPP)

Band Choir

Mathematics 9 Standard Mathematics 9 Extended

IB English A Literature SL/HL IB English A Language and Literature SL/HL

World History Human Geography Arte y Cultura (OPP)

Strings Drama

Mathematics 10 Standard Mathematics 10 Extended

IB Business and Management SL/HL

Visual Arts Foundation Arts and Culture OPP

IB Math SL: Analysis and Approaches

IB Economics SL/HL IB Global Politics SL/HL

Visual Arts Studio IB Music SL/HL

IB Math SL: Applications and Interpretation

IB History SL/HL IB Psychology SL/HL

IB Visual Arts SL/HL IB Theatre Arts SL/HL

IB Math HL: Analysis and Approaches

Spanish Spanish A 9 Spanish A 10 IB Spanish A Literature SL/HL IB Spanish A Language and Literature SL/HL Spanish 12 Verbal Reasoning OPP

Spanish A Bridge Course 9 Spanish A Bridge Course 10

Sciences

Innovation Academy

IB Math HL: Applications and Interpretation

Science 9 Biology and Environmental Systems

IA English 9 IA Media Arts 9

Design

Spanish B Novice Spanish B Intermediate

Science 10 Chemistry and Physics

IA Design 9 IA English 10

Spanish B Advanced IB Spanish Ab Initio SL

IB Biology SL/HL IB Chemistry SL/HL

IA Humanities 10 IA Media Arts 10

IB Spanish B SL/HL

IB Environmental Systems and Societies SL/HL

Physical Education

French

IB Physics SL/HL IB Sports, Exercise and Health Science SL/HL

PE 9 PE 10 Outdoor Adventure Education

IB French Ab Initio SL

IB French B SL

Design Science 9 Design Science 10 Product and Architecture Design

Food Design Digital Media Coding and Robotics Intro to Computer Science Psychology, Design, and the Imperfect Art of Living 10

IB Core

Psychology, Design, and the Imperfect Art of Leading 10

IB Theory of Knowledge

Independent Project 10

Course Descriptions by Department English

English 9 Grade 9 Prerequisite: English 8 The English 9 course moves beyond comprehension of texts to interpretation, analysis, and an examination of the craft of writing. In addition to examining literary elements such as character, plot, conflict, and theme, students study figurative language and stylistic techniques. This is applied in their own writing of pastiches, persuasive writing, literary essay, and the creation of a graphic novel extract. Specific units of study may include: vignette writing, classic literature, graphic novel study, and the op-ed.

English 10 Grade 10 Prerequisite: English 9 English 10 is designed to expose students to a variety of text types and literature. The ultimate purpose is to develop fluency and articulation in spoken and written English to nurture engaged and critical readers and thoughtful, responsible, and convincing writers. Specific units of study may include: short stories; memoir; Shakespeare's Othello; and book clubs. There is a heavy focus on literary analysis in the grade 10 course.

IB English A Language and Literature SL/HL Grade: 11-12 Prerequisite: English 10 and teacher recommendation for HL IB English A: Language and Literature is a two-year course that culminates with the IB exam at the end of the second year. The course focuses on the constructed nature of meaning generated by language and develops skills of textual analysis in fiction and nonfiction, requiring students to respond both in speech and in writing. It focuses on different aspects of literature and non-literary texts, concentrating on how meaning within a text is shaped by culture and by the contexts of its production and reception. Students also explore the role of language in cultural context and language in mass communication. HL students read six literary texts and SL students read four; these include short stories, poetry, drama, and novels. Non-literary texts may include advertisements, different forms of journalism, TV series and film, video games, and others.

IB English A Literature SL/HL Grades 11-12 Prerequisite: English 10 and teacher recommendation for HL English A: Literature introduces students to the analysis of literary texts, studying 13 texts at Higher Level and 9 texts at Standard Level over the course of two years. Genres studied include prose fiction, prose non-fiction, drama, and poetry. Texts come from a variety of cultures, time periods, and authors to provide a wide reading experience. The course intends to develop appreciation of literary artistry and critical reading, demonstrated by literary analysis through oral and written expression. A central focus of the course is examining literature and intertextual connections through the lens of global issues. By reading works from different cultures, some in translation, students reflect on cultural influences via analysis and interpretation. Assessment includes formal written work, on-demand written analysis of 'unseen' passages, and oral analysis.

Spanish

Español A Lengua y Literatura 9 Grade 9 Prerequisite: Español 8 La asignatura tiene como objetivo el desarrollo de las habilidades lingüísticas y analíticas del estudiante desde un enfoque comunicativo. El curso sienta las bases del estudio de la literatura, ya que les brinda a los alumnos las

herramientas necesarias para la comprensión, la interpretación y el análisis de obras literarias. Los estudiantes tienen la oportunidad de explorar los diferentes géneros literarios y las convenciones que los caracterizan. Además, se pone énfasis en la comunicación escrita, a través de la redacción de textos explicativos y argumentativos. La expresión oral se fortalece mediante exposiciones y discusiones acerca de temas relacionados a los contenidos que están estructurados en unidades temáticas. Las actividades de clase están orientadas a cultivar el gusto por la lectura, la valoración de la obra literaria y el desarrollo de la creatividad del alumno. Asimismo, con respecto al estudio de la lengua, se repasan las categorías gramaticales, el vocabulario y la ortografía.

Español A Lengua y Literatura 10 Grade 10 Prerequisite: Español A Lengua y Literatura 9 El curso se centra en la adquisición de habilidades lingüísticas, analíticas y comunicativas, de manera especial en la comprensión de lectura, el análisis literario, y la expresión tanto oral como escrita, que se desarrollan de manera independiente e integrada mediante el estudio de la lengua y la literatura. La asignatura se centra en una exploración temática de las más valiosas y representativas obras de la literatura hispanoamericana, sobre todo de la española. Los estudiantes tienen la oportunidad de conocer y comprender diversas y complejas realidades humanas a través del análisis comparativo de libros que pertenecen a los diversos géneros literarios con el objetivo de formar alumnos con un alto nivel de pensamiento crítico y que además desarrollen una pasión por la aplicación de lo aprendido en su vida cotidiana. En relación a la expresión escrita, se trabajan diferentes tipologías textuales como diarios, entrevistas, pastiches, ensayos argumentativos y comparativos, reportajes y poemas, entre otros. Asimismo los constantes conversatorios en clase, las exposiciones y declaraciones refuerzan la habilidad de la expresión oral.

IB Español A Lengua y Literatura NM/NS Grade: 11-12 Prerequisite: Español A Lengua y Literatura 10 and teacher recommendation El curso desarrolla y potencia diversas habilidades lingüísticas relacionadas con los estudios de Lengua y Literatura. Los estudiantes comprenden y valoran los diversos significados que se construyen en distintos contextos, lo que estimula a los alumnos a pensar de manera crítica sobre las diferentes interacciones entre texto, receptor y propósito, así como de los conceptos centrales y las cuestiones globales con los que se relacionan. El análisis de textos literarios y no literarios constituye un elemento fundamental en la asignatura, el cual se evidencia en una sólida capacidad de expresión tanto oral como escrita. El estudio de obras literarias traducidas de otras culturas es especialmente importante porque contribuye al desarrollo de una perspectiva global, lo cual fomenta el conocimiento y la comprensión de las distintas formas en que las diferentes culturas configuran e influyen en las experiencias de vida comunes a todos los seres humanos. Además del estudio de las obras requeridas por el programa de IB, se ha implementado el Plan Lector incorporando otros libros que permiten fomentar el interés por la lectura.

IB Español A Literatura NM/NS Grade: 11-12 Prerequisite: Español A Lengua y Literatura 10 and teacher recommendation

El curso está diseñado para estimular a los alumnos a apreciar el arte de la literatura y ayudarlos a desarrollar la capacidad de reflexionar de manera crítica sobre las lecturas seleccionadas. Las obras literarias se estudian en sus contextos literarios y culturales, a través del estudio minucioso de los textos y del empleo de diferentes aproximaciones críticas. Se parte de la idea de que la literatura refleja nuestras concepciones, interpretaciones y experiencias del mundo, y es en ese sentido en el que los alumnos desarrollan su pensamiento independiente, original y crítico, el cual toma en cuenta las circunstancias en que tienen lugar la producción y la recepción de una obra, así como conceptos centrales y cuestiones globales. Asimismo, el curso refuerza en los estudiantes sus habilidades lingüísticas -tanto orales como de escritura- y su capacidad de expresar ideas mediante el uso de un lenguaje claro, organizado, con un estilo y registro adecuados para la expresión formal y el análisis literario.

Español A Razonamiento Verbal OPP 12 Grade: 12 Prerequisite: Español A Lengua y Literatura 11 Este curso está diseñado para los alumnos inscritos en el Programa Peruano que han tomado la decisión de no seguir el programa del IB. El curso dura solo un semestre, después de que el estudiante haya completado sus estudios de Grado 11. Implica una revisión de los conceptos gramaticales más importantes, reglas ortográficas y una serie de ejercicios en las áreas que comprende el programa, tales como sinónimos, antónimos, analogías, vocabulario, entre otros, así como la lectura, comprensión e interpretación de textos literarios y no literarios. El objetivo es preparar a los alumnos para el ingreso a universidades peruanas.

Spanish A Bridge Course Grade: 9-10 Prerequisite: Teacher Recommendation El curso ha sido diseñado para consolidar el desarrollo de las habilidades lingüísticas, comunicativas y analíticas del estudiante que pasa de Lengua B a Lengua A y que no están inscritos en el programa oficial peruano. Se pondrá énfasis en la comunicación escrita, verbal y visual. Los textos seleccionados para el estudio de la lengua y literatura tienen como fin cultivar el gusto por la lectura, la valoración de la obra de arte y el desarrollo de la creatividad del alumno. La lectura y discusión en clase ampliarán el conocimiento y comprensión de las características culturales de las sociedades del presente y del pasado.

Spanish B Novice Grade: 9-10 Prerequisite: Teacher Recommendation This course will provide the students with a general introduction to the Spanish speaking world. It is specially planned for the students with no or little Spanish background. It is based on the acquisition of the four skills: listening, speaking, reading and writing. Some of the goals are that the students will be able to carry on a simple conversation, give or request information. Additional goals will be to use the vocabulary in context, get familiar with basic grammatical concepts, and read relevant material related to the Unit that it is studied. The last, but not the least important, is to expose the students to know and understand the Spanish culture. Almost every new concept is followed by a Hands-On Activity, so the students will learn by doing thus have fun at the same time. Furthermore, extending and taking their learning experience to the next level. Finally, students should take advantage of the immersion of living and studying in Lima by interacting with other Spanish speakers.

Spanish B Intermediate Grade: 9-10 Prerequisite: Teacher Recommendation This course is skill based on listening, speaking, reading and writing. It builds upon knowledge gained in Novice Level. Our focus during the Intermediate Level will be to promote communication proficiency. The students are exposed to a variety of activities that will reinforce this important skill, like oral presentations, expressing their opinions and sharing their experiences in the target language. Thus, the students will be reviewing grammatical concepts and will continue to add new tenses. On the other hand, they will have the opportunity to improve their reading comprehension skills by reading distinct kinds of reading selections according to the Unit learned. In addition, the students will start writing different types of texts. It is our aim that the students will learn by doing Hands-On Activities and projects that are carefully planned to reinforce the various topics learned in class. Moreover, customs and cultural insights are also provided. After all, students not only learn the language but also they learn the culture.

Spanish B Advanced Grade: 9-10 Prerequisite: Teacher Recommendation In this course students will continue discovering, learning, and using the language in meaningful, creative and engaging contexts. The contents and the activities selected for this level are planned to build competency in each of the four language skills: listening, speaking, reading, and writing. Along the year the students will be working on different projects that will allow them to demonstrate their mastery of the Spanish language concepts learned. Students will be expected to expand their vocabulary range to include more sophisticated terms, use advanced language expressions as well as to incorporate new grammatical concepts. They also will have the opportunity to improve their reading and comprehension skills by being exposed to a variety of more complex reading resources. The students will reinforce their ability to communicate effectively and express themselves with confidence in Spanish. Thus, they will have the chance to consolidate their cultural awareness by showing appreciation for the diversity of the Spanish-speaking world.

IB Spanish Ab Initio SL Grade: 11-12 Prerequisite: Teacher Recommendation Language ab initio is a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. In the language ab initio course, students develop their skills to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. Grammar and vocabulary teaching as well as the exam skills of text-handling, essay-writing and speaking are integrated within the study of the themes and texts.

However, this course does not have as its only goal the development of language skills, but also fostering intercultural understanding, open-mindedness and global engagement. Students are encouraged to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity.

IB Spanish B SL/HL Grade: 11-12 Prerequisite: Prior course in Spanish and Teacher Recommendation Language B is a language acquisition course designed for students with some previous experience of the target language.

In the language B course, students further develop their ability to communicate in the target language through the study of language, themes and texts. In doing so, not only they consolidate their cultural awareness but they also develop conceptual understandings of how language works, as appropriate to the level of the course. Communication is evidenced through receptive, productive and interactive skills across a range of contexts, both familiar and unfamiliar.

Students describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content.

However, this course does not have as its only goal the development of language skills, but also fostering intercultural understanding, open-mindedness and global engagement. Students are encouraged to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity. At the Higher Level, students read and comment on a literary text.

French

IB French Ab Initio SL Grade: 11-12 Prerequisite: Teacher Recommendation Language ab initio is a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. In the language ab initio course, students develop their skills to communicate in the target language through the study of language, themes and texts. In doing so, they also develop

conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. Grammar and vocabulary teaching as well as the exam skills of text-handling, essay-writing and speaking are integrated within the study of the themes and texts.

However, this course does not have as its only goal the development of language skills, but also fostering intercultural understanding, open-mindedness and global engagement. Students are encouraged to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity.

IB French B SL Grade: 11-12 Prerequisite: Prior course in French and Teacher Recommendation Language B is a language acquisition course designed for students with some previous experience of the target language.

In the language B course, students further develop their ability to communicate in the target language through the study of language, themes and texts. In doing so, not only they consolidate their cultural awareness but they also develop conceptual understandings of how language works, as appropriate to the level of the course. Communication is evidenced through receptive, productive and interactive skills across a range of contexts, both familiar and unfamiliar.

Students describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content.

However, this course does not have as its only goal the development of language skills, but also fostering intercultural understanding, open-mindedness and global engagement. Students are encouraged to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity.

Social Studies

US History Grade: 9-10 Prerequisite: Humanities/Social Studies 8 This elective is offered for students who wish to earn credit for an in-depth study of United States History. The course will consist of a broad survey of American and United States history from the pre-Columbian era until the early-21st century. Students will gain a broad appreciation for the political, economic, social, and cultural trends in U.S. History and will develop important skills related to historical thinking, source analysis, and especially writing. Students will have a choice in determining topics that are studied in more depth and will engage in critical thinking in a process of making connections, and drawing lessons that apply to their own lived experience.

Humanities 9 (OPP) Grade: 9 Prerequisite: Humanities/Social Studies 8 El objetivo del curso es ofrecer una visión general de los acontecimientos más importantes de la etapa republicana en el Perú. Sin embargo, al tener un porcentaje de alumnado extranjero, el curso basa los contenidos en la currícula peruana pero con una mirada latinoamericana. Los estudiantes extranjeros tienen la posibilidad de enfocar los trabajos e investigaciones a sus respectivas nacionalidades desarrollando diversas habilidades como la comprensión de textos históricos, el resumen, el análisis, la comparación y la comprensión global de las causas y consecuencias. De esta manera, la primera unidad se inicia con una revisión de los temas del virreinato especialmente sobre los problemas que generan el entusiasmo en los próceres por la libertad del Perú y Latinoamérica. La Unidad 2 llamada “Independencia y Militarismo", recoge los hechos ocurridos en la etapa de la Emancipación y en los primeros 50 años de vida independiente. Se conocen a profundidad las Corrientes Libertadoras de América así como los intentos de independencia y soberanía de las naciones latinoamericanas. Como parte de esta unidad se ven dos contextos importantes: las causas y consecuencias del apogeo del guano entre 1840 y 1879, y las de la Guerra del Pacífico. En el segundo semestre se estudia la Unidad 3, en donde se conocen los hechos más saltantes del siglo XX: el Contrato Grace, industrialización de la costa, Boom del Caucho, conflictos externos, Boom de la anchoveta y los problemas económicos y sociales del siglo XX para finalizar con al unidad 4 en la que se analizan los problemas sociales desde 1968, las causas para la aparición de Sendero Luminoso y MRTA, las estrategias para acabar con el terrorismo, el MOVADEF y se discuten temas actualidad nacional y latinoamericana.

World History Grade: 10 Prerequisite: US History / OPP Humanities / Grade 9 Social Studies Course In World History 10, students will study the major turning points that shaped the modern world including exploration, colonialism, the rise of democratic ideas, and global conflict resolution. An emphasis will be placed on the concept of change over time, as we look through each theme through the lens of past, present and future in an attempt to analyze ourselves as a social being. Historical thinking skills will be emphasized and students will engage with sources, learning how historians work to investigate the past and why interpretations change over time and space. Students will explore different historical perspectives through historical role-playing simulations, and project-based research projects.

Throughout course units, students will develop their academic reading, writing, and analysis skills.

Human Geography Grade: 10 Prerequisite: US History / OPP Humanities / Grade 9 Social Studies course Have you ever wondered why soccer teams are located in certain cities? Or why countries are shaped the way they are?

Or why some businesses cluster in certain locations or why some people have such distinct accents? The Human Geography course introduces students to the systematic study of cultural patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine socio-economic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications. The curriculum reflects the goals of the National Geography

Standards. Topics of study include: population and migration patterns, cultural processes and rituals, the diffusion of language and religion, political geography, and urban design/architecture. Throughout the year, each student will be assigned one country to represent and apply all the concepts learned to their given country. At the end of the year, students have the option of taking the Advanced Placement (AP) Human Geography exam for potential college credit at U.S. universities.

Arte y Cultura (OPP) Grade: 11 Prerequisite: Humanities 9 (OPP) This is a one semester (0.5 credit course) offered to Grade 11 students in the first semester of the school year, focusing on the themes of Art and Culture in Peru. It serves the needs of students who wish to obtain their OPP certification to attend Spanish language universities.

IB Business Management SL/HL Grade: 11-12 Prerequisite: World History / Human Geography / Grade 10 Social Studies course Business management is a challenging discipline in the individuals and societies subject group. The role of businesses, as distinct from other organizations and actors in a society, is to produce and sell goods and services that meet human needs and wants by organizing resources. Profit-making, risk-taking and operating in a competitive environment characterize most business organizations. The class looks to have students become competent and knowledgeable in the language and theories in business. Emphasis in the class will be on literacy in business and in general, being successful in the IB program, and the content of business.

IB Economics SL/HL Grade: 11-12 Prerequisite: World History / Human Geography / Grade 10 Social Studies course How do firms price their products? How do consumers react to price changes? Why are interest rates important? How do we measure the well being of citizens? Why do currencies fluctuate and why do countries restrict trade? All of these and more are questions that we aim to answer in Economics. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.

The course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

IB Global Politics SL/HL Grade: 11-12 Prerequisite: World History / Human Geography / Grade 10 Social Studies course Global politics is a two-year course in which students master key political concepts, theories, and ideas. The major units are Power, Human Rights, Development, and Peace and Conflict. Students learn about these topics while exploring contemporary political issues through a variety of case studies and examples, demonstrate their learning through presentations, discussions, debates, essays, timed exams, and projects, and develop important skills like critical thinking and reading, researching, and writing. The interdisciplinary nature of the course and the emphasis on current events make this an exciting humanities option for students who enjoy contemporary political debates while engaging with knowledge from a broad array of social sciences (geography, political science, international relations, philosophy, history, and law).

IB History SL/HL Grade: 11-12 Prerequisite: World History / Human Geography / Grade 10 Social Studies course The course aims to promote an understanding of history as a discipline, including the nature and diversity of sources, methods, and interpretations. Students are encouraged to comprehend the present by reflecting critically on the past. They are further expected to understand historical developments at national, regional and international levels and learn about their own historical identity through the study of the historical experiences of different cultures. The course examines the great political, economic and diplomatic issues that have marked World History in the 20th-century. They will be encouraged to formulate arguments based on historical evidence, through wide reading and class discussions of the topic.

IB Psychology SL/HL Grade: 11-12 Prerequisite: World History / Human Geography / Grade 10 Social Studies course Psychology is a rigorous discipline in the “Individuals and Societies” subject group. Throughout the course there is an emphasis on three primary levels of analysis in psychology and how they interact with one another: biological, cognitive, and sociocultural levels of analysis. Additionally, students learn how to write about and analyze psychological research and re-create a psychological research experiment for their Internal Assessment. Lastly, we also study a few subtopics in-depth: human relationships, developmental psychology, and qualitative research methodology.

Sciences

Science 9 Biology and Environmental Systems Grade: 9 Prerequisite: Grade 8 Science course The course will be centered on the Next Generation Science Standards that ask students to approach learning in new and different ways, grounded in students making sense of phenomena and solving problems using the three dimensions (crosscutting concepts, and disciplinary core ideas and science practices) of science together. The first half of the year will be focused on biological studies, including how body systems are related to one another and work together to maintain homeostasis; how changes in DNA affect system's functions and how variations in the DNA can lead to variation in the population; and finally, how natural selection is involved in the process of evolution. The second half of the year will focus on environmental systems. Environmental science is a multidisciplinary field that draws from all the sciences, as well as other fields, to help us better understand the relationship between humans and the world in which we live and to provide solutions to environmental issues facing us today. In this course students will explore how we use natural resources (such as water and plants) and how our actions alter our environment. Students will learn about how matter cycles on Earth, followed by an investigation into Earth's systems and finishing with a closer look at how humans impact the Earth and its environments.

Science 10 Chemistry and Physics Grade: 10 Prerequisite: Grade 9 Science course Students study Chemistry in one semester of Grade 10 and Physics in the other semester. The theme of being curious about and working to better understand the world around us unites these two sectors of science into a cohesive introductory course.

Students begin the course by examining objects in motion and explore various forces as the cause of motion. Students continue the course by diving into work and energy as we connect the learned concepts to overarching conservation laws. They finish the first semester looking at momentum in collisions and how we protect things.

The second semester, they investigate the properties of matter, explaining state changes, and modeling attractive forces between molecules. Next, they learn to appreciate the patterns in the periodic table, which leads to understanding basic chemical reactions, bonding, and stoichiometry.

Aligned with the Next Generation Science Standards (NGSS), this course takes an inquiry-based approach to learning, incorporating hands-on activities, laboratory experiences, simulations and modeling. An emphasis is placed on the development of laboratory skills such as designing an experiment, collecting and analyzing data, and drawing evidence-based conclusions. Students are expected to work independently and collaboratively to learn the content in a

deep and meaningful way, while developing habits such as organization, effective strategies for studying, and a metacognitive approach to learning in preparation for IB course selection next year.

IB Environmental Systems and Societies SL/HL Grade: 11-12 Prerequisites: SL - Grade 10 science course; HL - minimum OLA in Grade 9 OR Grade 10 science of 6 or 7, and minimum OLA in English 10 of 5 or higher.

ESS is a complex and contemporary course that engages students in the challenges of 21st century environmental issues.

It requires students to develop a diverse set of skills, knowledge and understanding from different disciplines. Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from Individuals and societies in social, cultural, economic, political and ethical contexts of sustainability issues.

The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical and pragmatic discussions of the issues involved from the local through to the global level.

IB ESS is recognized by the IB as a Group 3 (Social Science) and Group 4 (Science) course. The program provides a perspective that values empirical, quantitative and objective data in describing and analyzing environmental systems.

Data is collected through simulations, experimentation, field studies, and existing databases and case studies. It is offered at the SL and HL level for the first time this year. The SL course provides students with a fundamental understanding of environmental studies and experience of the associated concepts and skills. The HL course requires students to extend their knowledge and understanding of the subject, exploring the complexity of issues with additional breadth and depth, providing a solid foundation for further study at university level. The HL course contains additional content that requires making deeper connections between ideas as well as three additional lenses: environmental law, environmental and ecological economics, and environmental ethics.

IB Chemistry SL/HL Grade: 11-12 Prerequisites: SL - minimum OLA for Grade 10 Chemistry and Standard Mathematics of 5 or higher; HL - minimum OLA for Grade 10 Chemistry and Standard Mathematics of 6 or higher, OR Extended Mathematics OLA of 5 or higher.

Everything you see, taste, touch, and feel involve chemicals and chemical interactions. The way you respond to the world around you involves a series of intricate chemical reactions. To understand why things work, some level of knowledge about chemistry is essential. IB Chemistry deals with the “big stories” of science like Atomic Theory, conservation and transfer of mass and energy, acids and bases, and the relationship between the atomic model and chemical behavior.

Students also study reduction and oxidation, stoichiometry, organic chemistry, chemical kinetics, and chemical equilibrium. Experimental lab work and using simulations are a focus throughout the course because it shows students how the concepts of Chemistry are applied to predict and explain observed chemical behavior. IB Chemistry is available as Standard or Higher Level. Standard Level is designed for students who are interested in chemistry and want to expand their understanding of chemistry concepts. Higher level is for students who wish to study chemistry or chemistry-related subjects as their major subject in higher education as it emphasizes connecting diverse topics in diverse settings which requires a deeper understanding of the concepts.

IB Physics SL/HL Grade: 11-12 Prerequisites: SL - minimum OLA for Grade 10 Physics and Mathematics Standard of 5 or higher OR Extended Mathematics OLA of 4 or higher; HL - minimum OLA for Grade 10 Physics and Standard Mathematics of 6 or higher OR Extended Mathematics OLA of 5 or higher.

IB Physics focuses on the fundamentals of the experimental sciences as it seeks to explain the universe from the very smallest particles to the vast distances between galaxies. It is an all-encompassing subject that can appeal to many and provide both a deep philosophy of thought and a practical description of the world around us.

The Diploma Programme physics course includes the essential principles of the subject, such as; Measurements and uncertainties, Mechanics, Thermal Physics, Waves, Electricity and magnetism, Circular motion and gravitation, rotational motion, Atomic, nuclear and particle physics, quantum physics, relativity, and astrophysics. Higher level students will cover more content and in more depth in these areas. The course is available at both Standard and Higher Level.

Standard Level is designed for students who are interested in physics and want to expand their understanding of physics concepts. Higher level is for students who wish to study physics or engineering as their major subject in higher education as it emphasizes connecting diverse topics in diverse settings which requires a deeper understanding of the concepts.

IB Biology SL/HL Grade: 11-12 Prerequisites: SL - Grade 10 Science course; HL - minimum OLA for Grade 9 Life Science or equivalent of 6 or higher.

IB Biology is an engaging and rigorous course with the aim of providing understanding of the interconnected world of living things from the microscopic to macroscopic level. Students gain a full understanding of life on a cellular level, including DNA replication, respiration, protein synthesis, and gene expression. Themes are then connected to a broader level of organism systems and transport as well as larger concepts such as ecosystem dynamics, evolution and the effects of human influence. In IB Biology, students gain a deep understanding of the world around them. The emphasis in the course is to develop critical and analytical thinking skills as well as to learn techniques essential for success at university by applying knowledge to larger biological concepts. Labs and practical work allow students to explore biological concepts and learn how scientists contribute to collective biological knowledge. There is no prerequisite for SL Biology upon successful completion of 9/10 science.

IB Sports, Exercise and Health Science SL/HL Grade: 11-12 Prerequisites: SL - Grade 10 Science course; HL - minimum OLA for Grade 9 Life Science and Grade 10 Physical Education of 5 or higher.

The IB DP course in sports, exercise and health science standard and higher level (SL & HL) involves the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory and field settings. This provides an opportunity to acquire the

knowledge and understanding necessary to apply scientific principles and critically analyze human performance. Where relevant, the course will address issues of international dimensions and ethics by considering sport, exercise and health relative to the individual in a global context. SEHS students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied.

Mathematics The FDR high school mathematics program aims for students to develop their understanding of the methodology and value of mathematics and to equip students with the knowledge, understanding, skills and attitudes required to address further courses in mathematics, as well as to prepare them to use mathematics in their workplace and life in general.

The program provides grade-level benchmarks for knowledge and skills as well as a focus on problem solving, reasoning, constructing mathematical arguments, mathematical modeling, using mathematical tools appropriately, and attending to mathematical precision. Both conceptual understanding and procedural skill are emphasized as critically important components of overall achievement.

Individual students have different needs, aspirations, interests and abilities. For this reason, the FDR high school math courses have been developed at the standard and higher/extended level in each grade. Choosing the course that best suits the level of knowledge and skills of the student, the student’s ability to work independently and reason abstractly, the level of interest in mathematics, the effort the student will put into the chosen course, and the student's future college and career plans are all critical factors in determining whether or not a student will be a successful mathematics learner.

Math 9 Standard Grade: 9 Prerequisite: Successful completion of Grade 8 Math or equivalent.

The Math 9 Standard course is an integrated math course which has been developed in accordance with the Common Core Integrated Pathway: Mathematics I Standards. The fundamental purpose of this course is to formalize and extend

the mathematics that students learned in middle school. Students build upon their foundations of algebra and formalize their understanding of equivalent algebraic expressions and of the solving process for algebraic equations and inequalities in one and two variables. They deepen their understanding of functions, focusing primarily on linear and exponential functions, and develop their capacity to represent, interpret, and use functions to make sense of real world situations and to solve problems. They are introduced to statistical methods for univariate and bivariate data, apply linear models to data that exhibit a linear trend, and develop more formal means of creating, analyzing and assessing the goodness of fit of statistical models. They explore more complex geometric situations and deepen their understanding of coordinate geometry, triangles, quadrilaterals, 3D shapes, surface area and volume. Through their work with exponential functions and the Pythagorean theorem they deepen their understanding of exponents and square root radicals and they learn to see the interconnectedness between exponents and radicals. The mathematical practice standards apply throughout the course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Profile of a Typical Math 9 Standard Student

Prerequisite

Grade 8 Math Map Score

Grade 9 Math Map Score

Learner Profile Characteristics

Completion of Grade 8 Math with an overall score of 2 or 3

220 − 240

225 − 245

Has good habits of learning but may have some AP or LP scores in some classes. Prefers working with classmates and teachers to understand mathematical concepts and practice mathematical skills. Is willing to work hard to be successful.

Math 9 Extended Grade: 9 Prerequisite: Exemplary or highly proficient performance (6 or 7) in Grade 8 Math, very strong habits of learning and a strong MAP score.

The Math 9 Extended course extends the depth and breadth of the topics studied in Math 9 Standard. Topics are studied at an accelerated pace, additional topics from Common Core Integrated Pathway: Mathematics II are included in the course, and assessments are more rigorous. Students may choose to take Math 9 Extended because they have a genuine interest in mathematics and enjoy solving problems and meeting challenges, or because they need mathematics for further post secondary studies in fields such as engineering, economics, business, science, medicine, etc. It is expected that students who enroll in this class have a solid base in algebra and are prepared to move quickly into abstract generalization, use sophisticated communication skills, and have rigorous assessments.

Profile of a Typical Math 9 Extended Student

Prerequisite

Grade 8 Math Map Score

Grade 9 Math Map Score

Learner Profile Characteristics

Overall score of 4 in Grade 8 Math

240 − 260

245 − 265

Has very strong habits of learning. Likes to be challenged and willing to persist even when it isn’t easy to know what to do at first. Very good time management. Likes to learn with classmates and teachers but has a strong ability to work independently as well. Very interested in mathematics, curious, and interested in understanding why.

NOTE: Students who wish to take IB Mathematics at the Higher Level in grade 11 must successfully Math 10 Extended. The preparatory course for Math 10 Extended is Math 9 Extended.

Math 10 Standard Grade: 10 Prerequisite: Successful completion of Math 9 Standard, Math 9 Extended or equivalent.

The Math 10 Standard course is an integrated math course which has been developed in accordance with the Common Core Integrated Pathway Mathematics II Standards. The course is designed to provide a background of mathematical thought and a reasonable level of technical ability for those students planning to take an IB Mathematics course at the Standard Level in grade 11. Students reinforce their understanding of functions and their features and learn to build new functions from existing functions by applying transformations or by creating the inverse of a given function. They deepen their understanding of linear and exponential functions and models and investigate and develop understanding of piecewise and quadratic functions and models. They learn to rewrite quadratic expressions in different but equivalent forms and to solve quadratic equations using analytical and graphical methods. They build on their middle school experience with probability, use the language of set theory to compute and interpret theoretical and experimental probability, and develop understanding of conditional probability and independent events. They apply their earlier experience with dilations and proportional reasoning to build a formal understanding of similarity and they begin their study of trigonometry, exploring the trigonometric ratios and the use of trigonometry in solving triangles. Finally, they deepen and extend their understanding of circles, circle properties and 3D shapes. The mathematical practice standards apply throughout the course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Profile of a Typical Math 10 Standard Student

Prerequisite

Grade 9 Math Map Score

Grade 10 Math Map Score

Completion of Math 9 Std or Math 9 Ext

225 − 245

230 − 250

NOTE: Students who take Math 10 Standard do not meet the prerequisite conditions for the higher level mathematics courses in grade 11 and will not be permitted to take either grade 11 higher level math course except in exceptional cases.

Math 10 Extended Grade: 10 Prerequisite: Proficient or higher (5, 6 or 7) in Math 9 Extended or equivalent OR Exemplary performance (7) in Math 9 Standard OR Teacher Recommendation.

The Math 10 Extended course extends the depth and breadth of the topics studied in Math 10 Standard and is designed to provide a solid background of mathematical thought and a high level of technical ability for those students planning to take an IB Mathematics course at the Higher Level in grade 11. Topics are studied at an accelerated pace, additional topics from Common Core Integrated Pathway: Mathematics III are included in the course, and assessments are more rigorous. Students may choose to take Math 10 Extended because they have a genuine interest in mathematics and enjoy solving problems and meeting challenges, or because they need mathematics for further post-secondary studies in fields such as engineering, economics, business, science, medicine, psychology, etc. Students who intend on pursuing IB Mathematics at the Higher Level must take Math 10 Extended, however, students who plan on taking IB Mathematics at the Standard Level may also choose to take this course to enrich their knowledge and understanding of mathematics. It is expected that students who enroll in this class have a solid base in algebra, are strong independent learners, and are

prepared to move quickly into abstract generalization, use sophisticated communication skills, and have rigorous assessments.

Prerequisite

Profile of a Typical Math 10 Extended Student

5, 6 or 7 in Math 9 Ext Or 7 in Math 9 Std

Grade 9 Math Map Score

245 − 265

Grade 10 Math Map Score

255 − 275

Learner Profile Characteristics

Passionate about mathematics and enjoys the thrill of mathematical problem solving and generalization. Curious and interested in understanding why. Willing to persevere and able to work independently. Likes to be challenged.

Strong algebraic abilities. Very good time management.

NOTE: Students who wish to take IB Mathematics at the Higher Level in grade 11 must successfully complete Math 10 Extended with a grade of 4 or higher

IB Mathematics Mathematics has been described as the study of structure, order and relations and has evolved greatly since its origins in the practices of counting, measuring and describing objects. In our modern world, mathematics provides us with a unique language to describe, explore and communicate the nature of the world we live in. It is driven by the development of abstract concepts, generalization and ideas which may or may not have immediate practical applications. These two aspects of mathematics, a means to explore and understand the world we live in, and a discipline that is studied for creative and intrinsic pleasure, are separate yet closely linked. The structure of the IB Mathematics courses, with two different subjects to choose from (Analysis and Approaches and Applications and Interpretation), recognizes these two different aspects of mathematics. Each of these subjects is offered at the standard and higher level and both subjects are designed to prepare students with the mathematics needed for a range of post-secondary courses.

IB MATHEMATICS - ANALYSIS AND APPROACHES HL/SL Grade: 11-12 Higher Level Prerequisite: Proficient or higher (5, 6 or 7) in Math 10 Extended or equivalent OR Teacher Recommendation.

Standard Level Prerequisite: Successful completion of Math 10 Extended OR Proficient or higher (5, 6 or 7) in Math 10 Standard OR Teacher recommendation.

The IB Mathematics Analysis and Approaches (Math AA) course recognizes the need for analytical expertise in our world where innovation is increasingly dependent on a deep understanding of mathematics. As the name implies, the focus in this course is on algebraic, graphical and numerical approaches and includes topics such as functions, trigonometry, and calculus as well as topics that are amenable to investigation, conjecture and proof. The course allows the use of technology, however, there is a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Math AA is designed for students who enjoy mathematical problem solving, generalization and exploring real and abstract applications of mathematical ideas, with and without the use of technology. Students who choose to take Math AA want to develop strong skills in mathematical thinking and fluency in the construction of mathematical arguments and often go on to study subjects with substantial mathematics content such as mathematics

itself, engineering, physical sciences, or economics. Other students take this course because they have a genuine interest in the workings of mathematics and enjoy meeting its challenges and problems.

Students who choose Math AA at the Standard level should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns. Students who take Math AA at the Higher level must have strong algebraic skills and be prepared to extend their learning with advanced topics such as proof, vector algebra, advanced integration techniques, differential equations, complex numbers and Maclaurin series. They are able to work independently, like to be challenged and get pleasure and satisfaction from solving challenging problems.

Prerequisite

Profile of a Typical Higher Level Analysis Student

Profile of a Typical Standard Level Analysis Student

Grade 10 Math Map Score

PSAT Math

5, 6 or 7 in Math 10 Ext

260 − 285

600 − 700

Prerequisite

Grade 10 Math Map Score

PSAT Math

5, 6 or 7 in Math 10 Std or Completion of Math 10 Ext

245 − 265

500 − 600

Learner Profile Characteristics

Passionate about mathematics and enjoys the thrill of mathematical problem solving and generalization. Curious and interested in understanding why. Willing to persevere and able to work independently. Likes to be challenged. Very strong algebraic abilities. Very good time management.

Learner Profile Characteristics

Comfortable in the manipulation of algebraic expressions. Enjoys the recognition of patterns and understands the mathematical generalization of these patterns. Willing to persevere and to work independently and consistently to develop skills and conceptual understanding. Strong algebraic abilities. Good time management.

IB MATHEMATICS - APPLICATIONS AND INTERPRETATION HL/SL Grade: 11-12 Higher Level Prerequisite: Proficient or higher (5, 6 or 7) in Math 10 Extended or equivalent OR Teacher Recommendation.

Standard Level Prerequisite: Successful completion of Math 10 Standard or Math 10 Extended or equivalent.

The IB Mathematics Applications and Interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in our data-rich world. As the name implies, the focus in this course is on the applied nature of mathematics and the interpretation of results in context and includes topics that are often used as applications or in mathematical modeling including statistics and calculus. The course makes extensive use of technology to allow students to explore and construct mathematical models, develop mathematical thinking and justify conjectures.

The course is designed for students who enjoy mathematics best when seen in a practical context. Students who chose to take this course are interested in developing their mathematics for describing our world, solving practical problems and harnessing the power of technology while exploring mathematical models, and often go on to study subjects such as social sciences, natural sciences, statistics, business, and some economics.

Students who take Applications and Interpretation at the Higher level must have good algebraic skills and be prepared to extend their learning with advanced topics such as vector kinematics, graph theory, first and second order differential

equations, non-linear regression, matrices and linear algebra, Markov chains, and further statistical hypothesis testing.

They are able to work independently, like to be challenged and get pleasure and satisfaction from solving challenging problems.

Prerequisite

Profile of a Typical Higher Level Applications Student

Profile of a Typical Standard Level Applications Student

Grade 10 Math Map Score

PSAT Math

5, 6 or 7 in Math 10 Ext

250 − 270

550 − 650

Prerequisite

Grade 10 Math Map Score

PSAT Math

Completion of Math 10 Std or Math 10 Ext

230 − 250

400 − 500

Learner Profile Characteristics

Prefers studying mathematics that can be applied to studying the more analytical aspects of math. Enjoys seeing mathematics used in real-world contexts and solving real-world problems.

Enjoys exploring challenging problems and is comfortable using technology during the exploratory process. Able to work independently. Likes to be challenged. Good algebraic abilities.

Very good time management.

Learner Profile Characteristics

Prefers studying mathematics that can be applied to studying the more analytical aspects of math.

Enjoys seeing mathematics used in real-world contexts and solving real-world problems. Enjoys working with technology and modeling the world around us. Good time management.

NON-IB MATHEMATICS ELECTIVE - FINANCIAL MATHEMATICS & STATISTICS Prerequisite: Successful completion of Math 10 Standard or Math 10 Extended or equivalent.

The Financial Mathematics & Statistics course is a year-long FDR mathematics course designed for students who want to extend and apply their knowledge of mathematics to relevant career fields, and who are not completing the IB diploma program nor an IB certificate in mathematics. The course is split into two distinct semesters, and can be taken for one semester (0.5 credit) or for both semesters (1.0 credit). The skills and concepts taught in the course are developed in accordance with the Common Core Integrated Mathematics standards and the course includes some content from the AP Statistics and the IB curriculum.

In the first semester students explore topics centering around financial math including loans, budgets, interest, and the use of basic linear equations and graphs in business. Students use mathematical procedures to analyze and solve business problems for such areas as taxation, savings and Investments, maximizing profit, cash management, purchases, sales, inventory records, depreciation, and inflation. In the second semester of the course, students reinforce and extend their knowledge of statistics and statistical methods in fields such as business and psychology. Topics include experimental design, collecting and organizing data, treatment of random variables, and interpreting the significance of data.

This course is a project-based course where students apply all of their learning to projects that include creating a Shark Tank style business presentation, creating a realistic budgeting situation for a typical adult, designing and conducting an observational study in order to analyze the resulting data, and a project which involves analyzing a large data set relating to the field that students are planning to study in university.

Arts

Band Grade Level: 9-12 Prerequisite: Previous instrumental experience (wind and percussion instruments) HS Band is the intermediate/advanced band at Colegio Roosevelt. This class is a continuation of the students' instrumental preparation in Middle School and aims to refine their technical skills, theory fundamentals, expressiveness and musicianship. The ensemble plays grade 2.5 literature, aiming for 3.0, on a scale from 1 ~ 5.

Choir Grade level: 9-12 Prerequisite: None Choir class designed to enhance the musical, creative and expressive qualities of all students. Musical opportunities are provided for every child to learn the basic skills of singing and reading music, developing song repertoire, broadening listening skills and experiencing the interrelated nature of music with other cultures and content areas. Students will convey musical interpretation with the use of dynamics and phrasing while incorporating facial expression and movement for refined presentation.

Strings Grade level: 9-12 Prerequisite: Previous instrumental experience (violin, viola, violoncello or bass) HS Strings is the intermediate/advanced string ensemble at Colegio Roosevelt. This class is a continuation of the students' instrumental preparation in Middle School and aims to refine their technical skills, theory fundamentals, expressiveness and musicianship. The ensemble plays grade 2.5 literature, aiming for 3.0, on a scale from 1 ~ 5.

Drama Grade: (9-10) Subject Area/Course Credits: Arts/ 1.0 Prerequisite: None Drama 9-10 is an arts course designed for every student in grades 9 or 10 with an interest in the performing arts. The course provides students with an overview of the entire work of the theater, from devising to producing to performing a theater play, covering character creation, design, playwriting and directing as well as

interpreting and performing. The course utilizes techniques by a number of practitioners, including Stanislavsky and Lecoq. Students learn to create their own work, assume roles, work with others and depend on them, present their ideas to an audience, interpret and appreciate other people's work and develop the soft skills, like empathy, that will help them in their future life endeavors.

Visual Arts Foundation Grade Level: 9/10 Prerequisite: None In this course, students are introduced to the elements and principles of Art through various visual disciplines including painting, drawing, sculpture and ceramics, technographic art and printmaking. It is designed for students interested in the visual arts and considering taking Visual Arts courses in grades 11 and 12. The students are introduced to the proper use and maintenance of equipment and the basics of application with all media. Art history is introduced through explorative projects which enable students to inform their own work with their research of famous movements such as Surrealism, Pop Art, Expressionism and more. Theme-based projects allow students to explore their own worlds and contexts while at the same time expressing themselves in personal and unique ways.

Arts and Culture OPP Grade: 11 Prerequisite: None Art and Culture is a one-semester course, for Grade 11 students who are not in an IB Art/Music/Drama class or have no previous art experience. This course is an alternative to the IB Art/Music/Drama course, as an art course is a requirement to graduate from the Peruvian Official Program. The aim of this course is to promote in the students the development of three areas: a basic knowledge and understanding of the development of the arts in Peru and the world, a critical appreciation of various artistic and cultural manifestations from different times and places, and the creation of projects using the different artistic languages we learned (visual arts, music, drama, etc).

Visual Arts Studio Grade Level: 11/12 Prerequisite: Grade 9 or 10 Visual Arts or equivalent This option is for students who are not doing the IB course but who still wish to study Visual Arts and practice their studio techniques. The course focuses on media and techniques with traditional studio materials in 2D and 3D. Students are strongly advised to have interest and ability in visual arts. The students in this course would attend during the same time as the IB class, but projects focus solely on the studio work and technical skills. Projects are three weeks to one month in duration and include finished artwork and supporting work in their sketchbooks.

IB Music SL/HL Grade level: 11/12 Prerequisite: Previous instrumental/vocal experience is highly recommended As students develop as young musicians, the course challenges them to engage practically with music in three different and most important roles: researchers, creators and performers. The course encourages the students to be driven by their unique passions and interests while also broadening their musical and artistic perspectives. Personal, local and global musical contexts will be included in three areas: Exploring Music in Context, Experimenting with Music and Presenting Music. There is a fourth component, Contemporary Music Maker, for HL only. This course provides all students with the opportunity to engage in the world of music as lifelong participants.

IB Visual Arts SL/HL Grade Level: 11/12 Prerequisite: Foundation Visual Arts (9/10) or equivalent and a commitment to 2-3 hours per week of extra studio time on top of regular class meetings IB Visual Arts is a two-year course designed for students with a strong interest in the subject and are interested in exploring it in their post-secondary careers. The course has three main components: the process portfolio, which contains the students' research, reflective writing, planning and media experimentation and more; the comparative study, which is an in-depth analysis comparing different artists from different contexts; and a final art exhibition, curated by the students, showcasing a selection of their best works from the two-year course. Visual Arts media and techniques used include but are not restricted to various types of paint, drawing media, sculpture and ceramics, and technographic arts. The content of this course requires many hours of additional commitment outside of class time in order to practice and hone skills.

Students are expected to work independently each day in their research workbooks, and will be required to spend several extra hours on top of regular class time to complete the necessary work.

IB Theater Arts HL/SL Grade: (11-12) Subject Area/Course Credits: Arts/ 1.0 Prerequisite: Drama 9-10 and/or provide evidence of participation in HS theater productions in or outside school. For HL a commitment to theater performance is required.

IB Theater Arts is a two-year course designed for students with a strong interest in both practical and theoretical knowledge of Theater. In the course the students explore in-depth the history of theater and traditions from around the world both as theory and practice. The course has four main components: the Research Presentation, in which students select a world theater tradition and explore it and interpret it; the Solo Theater Piece (HL only), in which students create and interpret a solo theater performance which applies and demonstrates their deep knowledge of a world theater

tradition; the Production Proposal, in which the students prepare a published play for production, utilizing their acquired knowledge of different theater traditions and techniques; and the Collaborative Project in which the students work in groups, putting their knowledge together to create a theater piece demonstrating their mastery of different techniques.

This course provides students with the knowledge to appreciate, interpret and have contact with the art as appreciators and creators, which will allow them to relate and value it throughout life.

IB Core

IB DP Theory of Knowledge Grade: 11-12 Prerequisite: Enrollment in the full IB Diploma or Official Peruvian Program and teacher recommendation Theory of Knowledge is delivered over two semesters (the second semester of Grade 11 and the first semester of Grade 12). Each semester is awarded 0.5 credits. TOK provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP along with CAS and the Extended Essay.

In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking—as well as empowering—for students. The course centers on the exploration of knowledge questions, which are a key tool for both teachers and students. These are contestable questions about knowledge itself, such as: “What counts as good evidence for a claim?”, “Are some types of knowledge less open to interpretation than others?”, or “What constraints should there be on the pursuit of knowledge?”. While these questions may initially seem slightly intimidating, they become much more accessible when considered with reference to specific real life examples and concepts (e.g. certainty, culture, truth, power, responsibility) and their role within and across Areas of Knowledge (Maths, History, Art, Human Sciences, and Natural Sciences). By the end of the course, students must write a 1600 word essay on one of six prescribed essay titles given by the IB, graded externally by an IB examiner, and they must complete one exhibition, graded internally by their instructor.

Design

Design Science 9: Environmental and Biological Engineering Grade: 9 Prerequisite: None The course will be centered on the Next Generation Science Engineering Standards that ask students to approach learning in new and different ways, grounded in students making sense of phenomena and solving problems using the engineering design process (problem definition, design exploration, design optimization, and design communication).

This course is independent of the Grade 9 Science course and is NOT an extended science course; it is a design course that focuses on biological and environmental engineering. Design Science is a project-based course that asks students to solve real world problems using the Engineering Design Process. Students will have opportunities to do research, use simulations, collaborate with peers, interview experts, create scientific demonstrations, plan labs, and design and build

prototypes. Some of the themes that will be covered include: sustainability, climate change, environmental and biological systems and issues. Students wishing to take this course should have a keen interest in biological and environmental sciences, engineering and strong collaborative skills.

Design Science 10 Mechanical Engineering Grade: 10 Prerequisite: None The Grade 10 Design Science course is a project based course that helps develop engineering skills in the student. Each project is scaffolded to aid the practice of designing, building, tinkering, troubleshooting, and communicating their project through the lens of NGSS and ISTE standards. Projects will include such things as airplanes, parachutes, and a range of other mechanical applications. Each project will supplement the learning process of grade 10 chemistry and physics as students will be using the scientific process to develop their engineering projects.

Product and Architecture Design Grade: 9-10 Prerequisite: None Product Design is about creativity for purpose. In this course, students learn to be design leaders by addressing real-world challenges with high levels of creativity, technical ability, contextual insight and empathy for people. Product Design connects materials and technology to transform ideas into real products. It also combines science and technology, and through this combination, students learn how to improve everyday life. Over the course of the year students will have two main areas of focus: understanding the real needs of a user and solving problems related to the use of space.

In the second half of the year, students will receive a foundation in architectural design and the use of space as a design element.

Food Design Grade: 9-10 Prerequisite: None The Food Design course is one of the three Design pathways which FDR High School students grade 9th & 10th can choose from and is for students who have interest in research, cooking and innovation.

The Food Design program enables FDR students to start learning, improving basic cooking skills and developing higher skills of the food industry while exploring all related sectors honoring the Design Cycle methodology with a higher focus in time management and real business cases.

The course focuses on the development of four design criteria: Inquiring and analyzing, Developing Ideas, Creating a Solution, and Evaluation. The course will benefit and empower students to develop ideas, build prototypes, collect real

data from real users and make decisions to solve the design problem. Food Design uses "Empathy" as a backbone to understand users and to reflect about results.

Food Design students are creative explorers, adaptable and flexible, problem solvers, aware of senses and aesthetics, passionate for improving skills, not afraid of failing and keep trying.

Digital Media Grade: 9-10 Prerequisite: None Digital Media is a course for Grade 9 and 10 students to use a Design Thinking process while experiencing a wide variety of current digital tools to create real-life relevant projects. For example, students may learn to take professional photos and videos and skilfully edit them, create virtual reality and augmented reality experiences, animations, and learn to give effective presentations that are succinct. Meanwhile, students will also be developing an awareness of issues and their possible solutions related to the technologies they are studying.

Coding & Robotics Grade: 9-10 Prerequisite: None Coding is a literacy that helps students understand our increasingly computational world. The Coding & Robotics course is an introductory coding course for Grade 9 and 10 students to practice Computational Thinking within a Design Thinking process as they learn programming logic and style. During the first semester students are introduced to using sensors to control an autonomous robot, then moves to Game Design theory and practice. During the second semester, students use the skills they learned to create robots that can autonomously win games using sensors, control coding, and structural design. Students do not need previous coding or robotics experience for this course, and beginners are encouraged to join.

Introduction to Computer Science Grade: 9-10 Prerequisite: None This course is an introduction to Computer Science for Grade 9 and 10 students to practice using Computational Thinking and an iterative Design Cycle process. Students learn coding, which is a literacy that helps students understand our increasingly computational world. Students practice good programming logic and best practices in programming, learn to create formatted spreadsheets that use formulas and functions to calculate, and then make "big data" visible. They simulate control systems, learn about hardware,

machine learning, and how autonomous vehicles work. If any students do not already have grit and a positive learning mindset or do not want to learn from their mistakes, then they will need to develop these attributes in this course to succeed. It is recommended, but not essential that students take the Coding & Robotics course first.

Psychology, Design & The Imperfect Art of Living 10 Grade: 10 This cohort-based course allows FDR students to tackle one of life’s toughest questions: How do we live meaningful lives in such an uncertain world? With the help of psychology and design thinking, students collaborate to prototype different changes they want to make in their lives. They learn to lead small-group discussions connected to the texts we read as a class. Through these discussions, they become more skilled at formulating open-ended questions, asking probing follow-up questions, and connecting big ideas from psychology to their own lives. Students also use design thinking to better understand themselves and to prototype new habits they want to create in order to make their lives a little more meaningful. Throughout the course, they also document their progress through film in order to create reminders for their future selves.

Students taking this course will have the option to enroll in the independent project in the second semester if they prefer to get a variety of learning experiences.

Psychology, Design & The Imperfect Art of Leading 10 Grade: 10 We know that belonging, purpose, storytelling, and transcendence play a pivotal role in helping us live more meaningful lives. So how do we use those pillars to lead cultures of meaning in our communities? This is the goal of The Imperfect Art of Leading course. Taking what we learned from the Imperfect Art of Living–and new research from the fields of psychology and leadership–this course will give you the opportunity to improve an initiative you’re already leading, or create an entirely new one that helps others live more meaningful lives. You will also be empowered to lead discussions, presentations, and various experiences in the course to build a range of leadership skills.

This course is offered in the second semester and to be eligible to enroll in this course, you must have first completed the Imperfect Art of Living.

The Independent Project 10 Grade: 10 The overall purpose of the independent project is for students to pursue an area of interest and gain more in-depth knowledge. This course teaches students to iterate purposefully, by planning and testing prototypes to get feedback from their target audiences.

While failure is an integral part of the creation process, students learn to minimize it by using the feedback that they receive from the various prototypes that they test; this allows them to reflect on the feedback to make modifications, or when necessary, pivot.

Apart from allowing students to apply design thinking, it also allows them to reflect on their interests, and in doing so, they are also able to have a better understanding of possible career paths they would like to pursue in the future.

In the second semester, students have the option to go more in-depth with the independent project that they had completed in their first semester, or they can take on a brand-new project.

Physical Education

Physical Education Grade: 9-10 Prerequisite: None This program helps students develop an understanding of how important is the commitment to lifelong healthy, active living and develop the capacity to make Healthy decisions during their life. This program also provides an opportunity for students to develop social skills and emotional well-being. In the freshmen and sophomore grades, two destination courses provide students with knowledge and skills related to specialized areas that may help them after graduation.

The approach adopted in all directions in this program will help students move successfully through secondary school and postsecondary education and into the workplace. In health and physical education, students will learn the skills needed to be successful in life.

Outdoor Adventure Education Grade: 10 Prerequisite: None Outdoor Adventure Education is a course where students will develop a healthy attitude to the outdoors and become comfortable spending time living and playing outdoors. Students will be exposed to experiential learning while combining a healthy lifestyle with basic outdoors skills.

The nature of this course requires that students behave in a mature and responsible manner to ensure the safety and enjoyment of all students.

Students will develop critical skills in the following areas: leadership; communication; cooperation; trust / group process; sensitivity to others and the environment. In addition, they will develop practical skills in: Emergency Wilderness First Aid; Campcraft; Climbing (Rock/Ice/ Canyoning/ Rappelling); Hiking; Rafting/Kayak; Outdoor Cooking and Menu Preparation; Geography. To complete the class, the students must participate in and complete all the class trips.

Innovation Academy Note: All courses in the Innovation Academy are experiential and interdisciplinary; the skills and content are integrated into each project students do.

IA English 9 IA English exposes students to a variety of literary genres that include fiction and non-fiction. Students are taught how to unpack each genre to understand the craft behind it. Through thorough analysis, students gain more awareness of the writing process and as a result, they are able to apply the skills they learn to their own writing. When students write vignettes, blog posts, or any other type of genre, they go through several iterations where they combine content, structure, and style purposefully to craft engaging and valuable content. This course gives students the tools to become effective presenters and reach out to a variety of audiences.

IA Media Arts 9 The purpose of IA Media Arts is for students to understand how to use different forms of media in a purposeful manner.

Students create engaging and relevant work through the use of different types of programs, such as Google Slides and Anchor. In Grade 9 students learn how to tell stories through podcasts. They also tap into the visual arts and learn how to apply the principles of composition to their projects. Moreover, students build a positive online presence with the creation of a personal website and by sharing their learning through social media platforms like Twitter or Instagram.

Ultimately, one of the main goals of the course is for students to maintain a healthy balance between the consumption of media and the production of work of value.

IA Design 9 Design thinking is an approach that transcends academic disciplines. Through purposeful iterations, students learn how to design meaningful prototypes and seek feedback. The value of feedback lies in the empowerment it gives to students to pivot or persevere with an idea. Most importantly, it helps them recognize that a product is only as good as the value it brings to their target audience. Design thinking in the ninth-grade Innovation Academy course is applied to the class projects students do. The overt purpose, however, is that students are able to avail themselves of this mindset in other spheres of their lives.

IA English 10 Grade: 10 Prerequisite: Acceptance into the IA Program IA English exposes students to a variety of literary genres which include fiction and non-fiction texts. Students are taught how to unpack each genre to understand the craft behind it. Through thorough analysis, students gain more awareness of the writing process and as a result, they are able to apply the principles they learn to their own writing. When students write magazine articles, blog posts, or op-eds, they go through several iterations where they combine content, structure, and style purposefully to craft engaging and valuable content. This course gives students the tools to become effective presenters and reach out to a variety of audiences.

IA Humanities 10 Grade: 10 Prerequisite: Acceptance into the IA Program In IA Humanities, students hone their investigative and critical thinking skills. In their investigations, students learn how to formulate questions that are critical and which allow them to gain a deeper understanding of the topics they research.

Through this process, students practice key 21st-century skills such as analysis, synthesis, and evaluation, and acquire the tools necessary to become autonomous and self-driven learners. Throughout the year, students are also exposed to a variety of humanities subjects. Due to the authentic nature of the projects created in the Innovation Academy, students receive tailored learning experiences; for their class projects, for instance, students choose from a variety of roles and focus on specific humanities areas, which can range from psychology to finance and marketing. Since this is a collaborative course, students are exposed to authentic, real-world projects where they work on the acquisition of good work habits and skills such as communication, time management, and problem-solving.

IA Media Arts 10 Grade: 10 Prerequisite: Acceptance into the IA Program The purpose of IA Media Arts is for students to understand how to use different forms of media in a purposeful manner.

Students create engaging and relevant work through the use of different types of programs, such as Keynote and Adobe Lightroom. The medium the course focuses on is photography, where students learn about the principles of exposure and composition and their application in authentic contexts. Moreover students build a positive online presence with the creation of a personal website and by sharing their learning through social media platforms like Twitter. Ultimately, one of the main goals of the course is for students to maintain a healthy balance between the consumption of media and the production of work of value.

Online Learning Our high school recognizes that in certain circumstances students might need greater flexibility in their schedules or course options. Although our preference is always for face to face learning, with advanced approval we may allow students to take online courses from accredited institutions that complement or supplement their on-campus coursework. FDR students are expected to be enrolled in a minimum of 4 courses on-campus each semester. All online course-work must be discussed and approved with the Counseling Office and High School Principal prior to beginning.

Reasons why students may need to use online courses to round out their schedules may include: ● ● ● ●

to continue their learning in a course not offered onsite at FDR when transferring from a previous school to have an opportunity to take a course in a subject of interest that is not offered on campus In the case of an elite athlete, to have a high school program that accommodates a demanding training schedule to make-up credits that may be needed to remain on track for graduation

Examples of online providers used at FDR include Pamoja Education (for IB courses), University of Nebraska High School, AP Online through the Virtual High School and Keystone.

FDR Library & General Curriculum

Table of Contents FDR Library & General Curriculum

91

Our School

96

Our Purpose

97

Our Work

97

Our Curriculum

97

The Library

98

Our Collection

99

Supporting Family Requests

99

The Role of Parents

100

Our School

Our School is a unique and dynamic place. Colegio Roosevelt is an independent international school with an American educational philosophy–where all learners are valued, have a voice and are represented.

Our school population of students, families, faculty and staff all make up our diverse population. We are a pluralistic community–representing Peru, the USA and countries from just about every continent in the world. This brings celebration, recognition, and belonging to the myriad of diversity to include but not limited to: cultural, language, gender religious, neuro, and socially economic.

Our students have the opportunity to grow up at Colegio Roosevelt; beginning at age three and graduating in 12th grade.

As students grow, we aspire for students to understand that all of us at Colegio Roosevelt are different and this enriches our learning and our lives. We have different wants, needs, ideals, hopes and dreams. As one our most respected Core Values: Diversity sustains and enriches life.

Our Purpose Colegio Roosevelt has a promise to its Mission. It is our commitment to all members of our community in what we hope our students will embody upon living the FDR experience. Our Core values help all members of our community partner as role models in our Mission promise. Mission and core values are what unites a large and diverse community. They inform academic life, faculty life, student life and community life and its these foundational statements that not only ground us but also guide us through moments of challenge and adversity.

Our Work Our role is to recognize the differences among us all and acknowledge those differences and the needs and curiosities that differences bring. And in meeting this expectation, we hope that all members of the community are aware that we serve as supporters for both students and parents who seek our guidance. We endeavor to design a culture of belonging, where questions and curiosity inspire the ever-evolving learning environment and where we have the tools available in our pursuit of developing global citizens with the skills of intercultural competency.

Colegio Roosevelt understands that our role as adults-leaders, teachers, support staff and parents, are not to serve as social or political activists and not to push personal points of view or agendas. Our roles are to provide safe conditions for our students to feel known, valued, and respected and to advocate for the needs of all and each, and to keep students’ best interest at the heart of our work and in all that we do.

Our role as adults is also to bring awareness, sensitivity and comprehension to the various ages and stages of child development; understanding at different ages, students have different levels of awareness and curiosity, understanding and readiness, knowledge and experience and therefore, the scope of information they seek is not uniform but rather specific to the individual. Part of being a member of the FDR community is recognizing and valuing the variability in age and stage that our students bring.

Our Curriculum

The scope and sequence of the Roosevelt Curriculum, (grade level standards and subject specific skills and standards for understanding), are outlined and available for all grade levels. Program Guides can be referenced here: EC/ES, MS, and HS. As students grow through Colegio Roosevelt, they may pose answers to questions that occur in their environment from family, friends, social media, entertainment, travel, etc. Students listen and observe and seek “to know” from trusted and safe people in their lives that they know and may welcome an open dialogue; older siblings, friends, teachers, counselors, advisors, coaches, etc. .

These conversations may occur; EC/ES ● ●

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Seek simple definitions, clarity on words and descriptive language and repeat what they hear from home, playground, party, social gathering, discussion in classroom.

Human Development discussions and social emotional learning dialogue will often elicit discussion among students’ wonderings, experiences, and reflections. The school will share instructional topics and themes and support families with dialogue when these classes happen.

If students bring in questions that cause excitement or chatter among peers, teachers/counselors will contact home for context and guidance on how to manage questions at home.

MS ●

Humanities and advisory are typically classes where social issues arise in classroom discussion. Often, social issues are conveyed in communication from teacher to home and are contextual to the learning standards in the Roosevelt Curriculum. These are important discussions and are a direct extension of the school’s Mission.

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Advisory is also a part of student life, where discussion centered on integrity, inclusion, diversity, belonging, bullying, managing conflict, seeking support from adults, being an upstander, events and school wide calendar planning and discussions around community days are a part of advisory.

Like in EC/ES, MS is committed to communicating with families when there is particular excitement and chatter around any specific topic that may be considered ‘controversial’ by some. This is intended to offer families context to support dialogue at home.

HS ●

●

The Roosevelt Curriculum and the IB program have been designed to deliver a global education for high schoolers. A meaningful delivery of learning in HS is usually provided with relevant topics that include social, environmental and political themes and in general, current events and movements. Students may bring examples and opinions to class and ask questions. Teachers serve as facilitators and coaches to discussion, discourse and debate. Classes are designed for critical thinking. Varied points of view and diverse thinking are honored and welcomed.

High Schoolers, by nature, have an increased awareness due to social and travel experiences, and access to more unsupervised use of media and entertainment. As students at FDR travel for college visits, participate at SAAC events, MUN, etc. the more they interact with diverse thinkers and learn of unique experiences. If there is a community wide shift in discussion or challenge among the High School community, the parents at specific levels; class, grade level and division wide, will be informed with context.

The Library

Colegio Roosevelt has 3 Libraries designed with collections that are just right for the age and stage of our learners:

The Libru

EC3/EC4

The Roosevelt Elementary Library

Kinder-Grade 5

The MS/HS Library/Media Center

Grades 6-12

Each library contains age appropriate reading materials to support age and grade level reading levels that engage students in the joy of reading. Library collections enhance both academic life and student life in age and stage relevance and are intended to support the diverse interests and nature of our school community. Libraries are a location of choice and are designed to not only be a place of knowledge and discovery, but a place where students can also identify confidently in who they are as thinkers and as individuals.

Our Collection Our Library collection is built each year with the input of division leadership, counselors and faculty to ensure the collection is robust to complement instruction and support student interest and needs as long as the recommendations meet the academic standards, reading levels and core values of the school.

Parents and students are also welcomed to recommend titles to the Librarian as well.

These recommendations will also be considered in the same criteria as above.

Our book collections undertake an annual review based on frequency of book use, educational purpose, quality literature and alignment with FDR’s Mission and Core Values. Most books are removed from the collection due to age, condition, and lack of interest/use.

The book collection undertakes a periodic audit to ensure the collection is balanced and meets the needs of our library users.

Supporting Family Requests The Library is open on most weekends and during school holidays for families to select books of interest.

If a family seeks a particular title for reading they can contact the librarian for guidance and ask for a book to be reserved.

If a family requests particular sensitivity in reference to student access, families are more than welcomed to meet with the librarian for support in guiding student library choices. Additionally, a parent may complete the Colegio Roosevelt Limiting Student Physical Book Access Request.

Request for a Book to be Reviewed

Members of the Colegio Roosevelt community can speak to the librarian and request for a book to be reviewed and reconsidered for our collection. Additionally, a parent may complete the Colegio Roosevelt Library Item Reconsideration Request Form.

When such requests are made, the school follows policy and designates a Book Review Committee to meet and assess the significance of the book as part of our collection.

A Book Review will Consider: ● ● ● ●

Age/Stage Topic/Theme of Book as it relates to readiness of our students and the age of students the library serves.

The committee will review data to include the frequency the book is checked out from the library.

Because Colegio Roosevelt does not believe in censorship, the committee will make a recommendation on how the resource can be accessed.

If the book is outdated or not aligned to the Core Values of the school, the book will be appropriately taken from the collection and replaced with a more relevant resource.

The Role of Parents

Being informed and partnering with the school through the learning process is important. Partnering also means bringing questions and recommendations our way and to talk with us so we can work to respect the needs your family may have.

We hope that this partnership, with a commitment of information and communication from the school, builds trust in how the educational process at Colegio Roosevelt unfolds.

Please make sure to respect the process and channels of communication. ● ● ● ● ●

Teacher Counselor/any member of the student support team Associate Principal/member of the administrative team Principal Superintendent

Understanding the teacher has direct and tactical impact on following through to support an immediate request, whereas administrative leaders can support more strategic dialogue.

We encourage open dialogue with families. Concerns about learning can not be solved on a chat. The school is the partner who can be best responsive.

Protecting the privacy of our community and the success of the school means ensuring we all understand that we are to be advocates of the institution-even in moments when we are challenged or disappointed.

The value of an FDR education lies in how we honor the school, our students interests, parent investment and the expertise of the professionals.