Begin with the end in mind. Understanding by Design. Some of the best thinkers remind us that before setting a course, we need to have the destination in mind. This is intended to provide an overview of our destination as we develop the Roosevelt Curriculum.

Standards-based. In June, 2017 FDR adopted strategic goals which included the development of the standards-based Roosevelt Curriculum. Subject teams adopted standards based on criteria including that they be widely recognized, research-based, and used by many top American and International schools. We will develop Transdisciplinary Skills, foundational skills that support students in achieving FDR's Mission. As we continue to develop our curriculum, we will review research on standards-based instruction, assessment and reporting and will adapt our processes to reflect best practice.

Mission and Core Values aligned. The richness of a curriculum goes beyond standards. As we develop units and lessons based on priority standards, we will identify ways to nurture a passion for learning, foster integrity, provide for the creation of socially responsible solutions, and reinforce our values. All curriculum work will be grounded in the FDR Mission and Core Values.

Guaranteed and Viable. The top school-level factor that influences student achievement is a guaranteed & viable curriculum (Marzano, 2003). We will seek school-wide agreement of the essential content that all students need to know, understand, and be able to do and we will provide adequate time for teachers to teach the content and students to learn the content. To achieve this, we will identify priority standards, a carefully selected subset that students must know and be able to do by the end of each school year; these are the assured student competencies that each teacher needs to help every student learn (Ainsworth, 2013).

Informed. Our curriculum will be informed by educational research and what we know about learning. The FDR Learning Principles will provide a source of inspiration as we develop learning experiences, design assessments, and support students in their learning journey.

Rigorous. Students will consistently engage in diverse learning experiences in pursuit of educational excellence. This strategic objective demands our curriculum be rigorous. We will identify the Depth of Knowledge required to evidence desired learning and we will align instruction and assessment accordingly. 

Empowering. We value that choice empowers. As we develop our curriculum, we will seek opportunities for students to have choice of task, learning modality and means of representing their learning. We will seek flexibility for teachers to meet student needs through their own personalized methods of content delivery.

Inclusive. The curriculum will reflect our core value “Embracing diversity sustains and enriches life”.  This includes more than learning how to live with and tolerate differences.  How to learn from differences is the shared responsibility of all members of the FDR community.  And, most importantly, the curriculum will support the enabling of all students to understand, successfully embrace and celebrate diversity.  The curriculum will also be inclusive in our design to appropriately support and challenge diverse learners. 
Aligned. We will develop processes to ensure the written, taught and assessed curriculum are aligned. 

Continually Improving. We will adopt or develop benchmark assessments and use data-driven protocols to review these data on a regular basis. Changes to our curriculum will be based on evidence from learning data and will occur as part of a curriculum review process.

Beginning in the 2017-18 school year, FDR moved beyond the IB PYP and MYP frameworks. The school continues to offer the IB Diploma Program for students in Grades 11 and 12.

The Roosevelt Curriculum, designed to replace the PYP and MYP, aligns with our mission statement, the needs of our learners, and our growing understanding of how children learn as well as what they need to learn to be successful in life beyond FDR.

The Roosevelt Curriculum, with its grounding in standards recognized around the world, will help prepare 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 rigors of 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 should be able to transition into our school with ease.

The Roosevelt Elementary School curriculum, for students ages 3-11, is an integral part of a child-centred program that values discovery, creativity, growth and purpose. Our experienced, caring and passionate teachers believe in forming strong partnerships with parents in order to guide children to become lifelong learners, as well as confident, successful, and joyful members of our proud learning community.

The Roosevelt Middle School curriculum embodies best practices and research into the unique physical, emotional and academic characteristics of children in grades 6-8. Engaging and relevant classroom learning is complemented by community service, mindfulness and personalized opportunities to engage with real-life problems.

High school students in grades 9 and 10 follow the Roosevelt pre-IB curriculum, which continues to emphasize conceptual frameworks and inquiry-based learning, and to provide a strong academic foundation and positive learning behaviors which will foster success in the rigor of grades 11 and 12. Students in grades 11 and 12 may then register for the International Baccalaureate (IB) Diploma Program (DP), IB Certificate courses, the Innovation Academy (IA) and/or the Official Peruvian Program (OPP). Each program offers a challenging curriculum to prepare students for university and beyond.

FDR Faculty can find our Curriculum Instruction and Assessment Guidelines in the document linked below.