Course Calendar 2018-12-07T13:12:14+00:00

ROSEDALE ACADEMY 

ACADEMICS GUIDELINE

Course List

2018-2018 Rosedale Academy Course Calendar

About Rosedale

Overview

Rosedale Academy is an Ontario-­‐based private high school specializing in personalized and differentiated online learning opportunities for students worldwide. Our academic offerings are rigorous, stimulating and transformative, fostering both intellectual and personal development.

At Rosedale Academy, we set high personal and academic standards for our students and believe that with positive support and direction, each can achieve the greatest possible levels of success. Our students are recognized and respected as unique individuals, and their achievements will reflect our dedication to providing a high-­‐quality, comprehensive education. Rosedale Academy is fully committed to all of our students and it is our goal to create well-­‐rounded, successful members of society.

Rosedale Academy believes in the importance and value of completing a secondary education. The concept of completing a secondary education is essential. Obtaining a high school diploma has become an increasingly important prerequisite for economic and social mobility in the world. Our courses adhere to the required expectations and outcomes prescribed by the Ministry of Education in Ontario – including the requirement that students remain in school until they have reached the age of eighteen or obtained an Ontario Secondary School Diploma (OSSD). We recognize that education must adapt to accommodate students with individualized needs, varied learning styles, and preferred schedules. The Rosedale Academy online education model instills independence, discipline and strong time-­‐ management skills to help our students in pursuing their diverse interests and long-­‐term individual goals.

The staff at Rosedale Academy have significant experience and success in the field of online learning, and work collaboratively to ensure a rich, high-­‐quality educational experience for all students. The enthusiasm of our instructors for online education promotes innovative instructional practices to the benefit of the entire Rosedale Academy community.

Vision

Rosedale Academy’s vision is to be an exemplary online school recognized for producing graduates who are prepared for success in higher learning and ready to cope in a complex, interconnected and ever-­‐changing world.

Mission

The mission of Rosedale Academy is to invoke students’ curiosity and inspire them to think critically in developing a deep understanding of the complexities of our world. Our school believes that providing a rich and engaging learning environment will stimulate students to become active partners in their learning journey with us.
Our goal is to provide an integrated learning experience founded on a framework of teaching for understanding. This framework supports our students’ ability to reliably integrate new knowledge, skills and attitudes to make meaning of what they have learned.

At Rosedale Academy, ‘student-­‐centered’ is not just a phrase, but one of the pillars of our learning philosophy. Our teaching practices promote cultural diversity and embrace individual differences. Our learning model is supportive but also encourages independence and cultivates the idea of life-­‐long learning. Our purpose is to educate holistically by promoting cognitive development, social responsibility, tolerance and the value of education as a cornerstone of self-­‐fulfillment.

5 Philosophical Tenets / 1 Unique Learning Experience

A MODERN EDUCATION THAT HAS NO BOUNDARIES
Rosedale is a transnational education provider. We grant the Ontario Secondary School Diploma (OSSD) to students around the world from our Toronto-­‐based headquarters. We think students should have equal access to a premier education system without having to leave their country. By leveraging the latest digital technology and building strong international partnerships we’re able to make this possible.

A LEADING-­‐EDGE LEARNING EXPERIENCE
This is what it is all about. You will love learning. You will love your curriculum, your courses and your teachers – both online and in-­‐person. At Rosedale, we are deeply committed to delivering only the best. We push existing educational practices to their most innovative state, immersing students in their learning.

A SYSTEMATIC APPROACH TO ESSENTIAL SKILL DEVELOPMENT
Your experience with Rosedale will be transformative. By the time you graduate, you will have developed global awareness, critical and creative thinking skills, integrative communication skills, digital fluency and personal characteristics – all of which are essential to your long-­‐term success. We’ve developed a systematic approach to guiding and measuring your skill development throughout your journey with us.

DIFFERENTIATED LEARNING AND FORMATIVE ASSESSMENT
At Rosedale, education meets you where you are. Our program builds on your strengths, interests and learning style. It gives you lots of choice including what you learn, how you learn and the way you can demonstrate achievement. Rosedale is a true practitioner of differentiated learning, from programming to course selection, and from instruction to evaluation.

INDIVIDUALIZED STUDENT SUCCESS SERVICES
We believe that students need all-­‐around support in creating a clear and seamless path to their future. That is why every student at Rosedale has an Individual Growth Plan (IGP) under the guidance of both Ontario-­‐certified and overseas campus counsellors. Our counsellors will be there for you, making sure you have all the information you need to manage your options and make the best possible decisions.

Academic Schedule

A feature of the Rosedale Academy is continuous entry -­‐ a student may register for and begin a course at any time during the year. There is no annual or semester-­‐based calendar. Students are expected to complete the 110 hours of course learning activities over 4 months. This requires a recommended minimum of 7 hours of course work each week.

Students who require additional time may request an extension or may put a course on hold. The maximum time for registration is one calendar year.

Responsibilities of Students

Students attending Rosedale Academy are expected to maximize their academic potential through the commitment to their studies and demonstrating good character. Below sections outline specific student responsibilities.

Code of Conduct

Rosedale Academy is committed to providing quality learning opportunities that enable all students to achieve their goals within a safe, supportive and disciplined learning environment.

Students enrolling in Rosedale Academy assume an obligation to conduct themselves in a manner compatible with the school’s function as an educational institution. Students who fail to comply with the regulations of Rosedale Academy may be dismissed from the online school at any time with no reimbursement of fees.

The Ontario Code of Conduct identifies the Standards of Behaviour for all school members. All school members must:

All school members must:

  • Respect and follow all applicable laws
  • Demonstrate honesty and integrity
  • Respect differences in people
  • Treat one another with dignity and respect at all times, especially when there is disagreement
  • Respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, religion, gender, sexual orientation, age or disability
  • Respect the rights of others
  • Show care and respect for school property and the property of others
  • Take the proper steps to help those in need
  • Respect all members of the school community, especially those in a position of authority
  • Respect the need of others to work in an environment that encourages learning and teaching.
  • Seek help from school staff, if necessary, to resolve conflict peacefully

Safety School Policy

Rosedale Academy is committed to fostering a safe and accepting online learning environment free of harassment or bullying.
School community members must not:

  • engage in any form of bullying or harassment, whether it is in person or through technology such as email or cell phones
  • engage in hate propaganda or other types of behaviour caused by hate or bias
  • commit an act of vandalism that causes damage to school property.A fundamental belief of the school is that each member of the community has the right to a healthy and supportive environment for learning and working. Harassment of any form is considered a serious matter at Rosedale Academy. All members of the community are responsible for ensuring that the campus is free from harassment.

A fundamental belief of the school is that each member of the community has the right to a healthy and supportive environment for learning and working. Harassment of any form is considered a serious matter at Rosedale Academy. All members of the community are responsible for ensuring that the campus is free from harassment.

Academic Honesty

Members of Rosedale Academy are expected to maintain high standards of honesty throughout the many aspects of their life and study at the school. Students who have evidenced academic dishonesty may be made subject to disciplinary procedures including but not limited to: receiving a warning; a mark of zero for the work submitted, dismissal from the course; suspension or permanent dismissal from the online school.

Plagiarism

Plagiarism is submitting another person’s work as your own. Plagiarism is cheating. This is not accepted at the Rosedale Academy or any other school, college or university. We expect our students to be original thinkers who are able to demonstrate and present their learning in their own words and voice.

Unintentional Plagiarism

Students use ideas from another source and forget or neglect to cite them. This often happens when attempting to paraphrase or copy key ideas from another writer.

Intentional Plagiarism

Students deliberately present another person’s work as their own. Examples include:

  • Copying and pasting facts and information from another source such as Wikipedia or a website
  • Copying an essay or assignment belonging to another student or one found or purchased on theInternet
  • Having another person write your tests or assignments, or impersonate you to write your finalexam

Consequences

Depending on the severity of the incident, the following steps will be taken to deal with plagiarism or cheating:

  • ¥ In cases of unintentional plagiarism, the student will be asked to revise the assignment to provide correct references. The teacher will talk with the student. Parents or guardians may be contacted
  • In cases of intentional plagiarism, the student will receive a mark of zero on the assignment, test or exam. The teacher will interview the student and report the incident to the principal. Parents or guardians will be contacted

Attendance

Regular attendance and participation is vital to students’ academic success. Rosedale Academy expects students to attend regularly and to participate actively in all instructional activities as described in the course syllabus.

Requirements: In order to demonstrate achievement of the Ministry of Education learning expectations and earn a course credit, students must:

  • Successfully complete 110 hours of online course learning activities
  • Keep a learning log that lists the activities they have completed and their total learning hours in the course
  • At minimum, students need to login once for each week of class activity

Rosedale Academy monitors student attendance and participation through students’:

  • Presence and log in on the learning management system
  • Completion of course content, including online / offline learning activities, which is designed to be total 110 hours of planned learning (approximate hours allocations to activities, lessons and units etc.)
  • Participation and engagement in learning activities independently or with teachers and other students
  • Ongoing online discussion and communication with the teacher and other students
  • Submission of learning log documenting online and offline learning activities, and total hours spent

The teacher will email or phone the parent(s) or guardian(s) of a student under age 18 or the student who is 18 or older.

  • The teacher will notify the principal.
  • If there is no change in attendance or behaviour, the principal will contact the parent, guardian or student (over age 18) to determine if there are unknown or additional circumstances to consider or whether the student should withdraw from the course.
  • The goal of these communications is to encourage students to re-engage and successfully complete the course.
  • Students who wish to leave a course before it is finished are required to notify the principal in writing.
  • Students who do not re-engage with course material will be withdrawn without credit or refund.

When students are not active participants in course activities for more than one week, the teacher and principal will take the following actions:

  • The course teacher will attempt to contact the student
  • The course teacher will inform the appropriate program manager if the student continues to be absent
  • The program manager will inform the principal/designate
  • If there is no change in attendance or behaviour, the principal/designate will contact the parent, guardian or student (over age 18) to determine if there are unknown or additional circumstances to consider or whether the student should withdraw from the course

The goal of these communications is to encourage students to re-­‐engage and successfully complete the course.

  • Students who wish to leave a course before it is finished are required to notify the principal in writing.
  • Students who do not re-­‐engage with course material will be withdrawn without credit or refund.

Parent Engagement and Communication

When new students are enrolled, Rosedale Academy clearly identifies expectations about reporting student success and communicating student progress to parents, guardians or students (if they are adults).

Monitoring

The parents and/or guardians of students under the age of 18 may be granted access to the Rosedale Academy Moodle learning management system to view the student’s learning log, portfolio, progress reports, assignments, teacher feedback, teacher-student communication, assessment/evaluation items, electronic report card, etc. Students 18 years or older must consent to allow parents and/or guardians to have access to this information. This transparency will allow parents to monitor their child’s learning progress and to become more involved with their child’s education. A parent may also make a request to the school to allow the student’s home school teacher or tutor access to the student’s online course related information.

Communication

Rosedale Academy uses a variety of methods to keep parents up-to-date on school news, coming events and their child’s progress. These methods include, but are not limited to: website updates, email, Skype and phone calls. Communication about student achievement is designed to provide detailed information that will encourage students to set goals for learning, help teachers to establish plans for instruction, and assist parents in supporting learning at home. To promote good communication on student progress, a conference or interview may be scheduled at any time during the course enrolment period, at the request of the parent, guardian, the student, the teacher or the principal.

Reporting

Rosedale Academy will issue the report card specified by Ministry of Education to report student achievement twice per course. Midterm report cards are issued when students have completed the first 50% of their course. The Final report card will be issued within 10 business days of the teacher receiving a student’s final exam.
All report cards will be filed in both student’s online folder on the school learning management system and in the student’s OSR folder in the school. Parents may have access to their child’s report cards on the school learning management system. A parent may also request that a copy of the report card be mailed. The expense of postage is covered by the parent.

Role of Technology

At Rosedale Academy, we regard technology as a learning enabler, not an all-encompassing, modern solution to learning. Our focus is on leveraging the benefits that technology offers to the learning process as complimentary to an effective curriculum and teaching strategy. As an online school, technology plays a critically important role in the access to and delivery of our courses; however, it will be our individual teachers who will lead our students throughout their learning journey.

Technology is used not only in the delivery of content, but also to help build sophisticated technological skills, which are both necessary and expected in higher educational institutions as well as the modern workforce. Our technology-based education model maintains the historical quality and goals of education while integrating modern approaches such as inquiry-based and social constructivist learning.

Course work and design at Rosedale Academy provides the opportunity for students to accept a greater responsibility for their educational success. Students use technology to access, manage, interpret, evaluate and create information. They also use technology to analyze this information for relevancy and accuracy and present it in its most effective form.

The instructional process leverages the latest technology to present information in multiple formats, communicate with students, provide timely feedback, and support and guide the learning
journey. The richness of our courses engages students with their education, helps them to make connections with others and provides a more personalized learning experience.

Rosedale Academy School supports learning through technology by –
• Establishing quality standards for the development, use and support of online courses
• Providing high quality professional development and support for all users
• Developing a framework for assessment and maintenance of technological skills for all users
• Providing reliable and secure access to online courses
• Establishing standards of practice to maintain quality, rigor and equity in course offerings

Rosedale Academy Teachers use school technology tools to –
• Supply rich learning materials in several formats to accommodate learning styles and abilities
• Communicate with students regularly to support and nurture their learning journey
• Assess and evaluate students’ understanding and achievements
• Provide timely and meaningful feedback to foster success
• Perform research and stay abreast of technology innovations in their disciplines
• Model appropriate and ethical use of technology and the information acquired using it
• Maintain academic and administrative records
• Support access, communication, collaboration and community building

Rosedale Academy Students use school technologies to –
• Access courses that they have been enrolled in
• Actively participate in the completion of course requirements
• Communicate with instructors in a timely manner
• Communicate with peers in collaborative course activities
• Submit assessments, evaluations and other course requirements
• Access performance standing

Acceptable Use Policy

Rosedale Academy provides information technology resources for use by the Rosedale Academy community to support its educational mission. The use of these resources must be consistent with the goals of the online school. As a member of the Rosedale community, students are expected to act responsibly and to follow the online school’s guidelines, policies, and procedures in using information technology and electronic networks accessed by such technology.

This acceptable use policy defines the ways in which a user may behave in the Rosedale Academy learning management system. In simplest terms it asks users to be respectful to each other, to not act in ways that are unethical or illegal, and to be aware that all actions are logged and monitored. The following guidelines explain this policy in greater detail and identify the likely consequences for inappropriate use.

Our learning management system is intended for educational purposes. Commercial, illegal, inappropriate or obscene activities are prohibited. Students who use the learning management system in these ways will have their registration and access withdrawn. Disciplinary action may include criminal investigation and legal sanctions.

Your online security requires your active participation.
• Protect your username and password. Do not share it with anyone.
• Report any emails that request personal information from you to the principal. Do not attempt to damage or violate the security provisions of the learning management system.
• Do not log in anonymously or as another user.

System Requirements

To optimize each student’s learning experience at Rosedale Academy, we recommend the following system requirements.

Hardware Recommendations Operating System & Plugins Other
• Processor speed: 2.0 GHz or higher
• Memory: 2GB of RAM or more
• Free disk space on hard drive: 5GB or more
• Monitor: 1024 x 768 pixel resolution or better
• Microphone: An inexpensive microphone will suffice
• Speakers or headset
• Windows 7 or higher or MAC OS X 10.6 or higher
• Plugins:
Adobe Reader
Java/JRE
Adobe Flash Player
QuickTime
• Microsoft Office
• Internet connection: high-speed internet connection (not dial-up)
• Up-to-date anti-virus software
• Latest version of Internet browser (Firefox is recommended) with the following settings
> Pop-ups are enabled, Cookies are enabled, Java is enabled, JavaScript is enabled, Security level set at Medium

Diploma and Certificates

The Requirement for the Ontario Secondary School Diploma (OSSD)

In order to receive the Ontario Secondary School Diploma (OSSD), students must

  • Earn a total of 30 credits
    • A credit is defined as a 110-hour course in which the expectations laid down by the Ministry of Education in the Province of Ontario have been successfully completed.
    • Fully 18 of the credits are compulsory, earned in courses from a list of subjects that every student must take.
    • Fully 12 of the credits are optional, earned in courses that the student may select from the full range of courses offered by the school.
  • Complete 40 hours of Community Involvement Activities*
  • Meet the provincial literacy requirement*

* If students are currently registered in another private school or public school in Ontario and are simply taking a small number of courses from Rosedale Academy, then they will in all cases, complete the provincial literacy requirement and Community Involvement Activities at the school in which they are registered. Only students who are the sole responsibility of Rosedale Academy will complete the Community Involvement Activities and the provincial literacy requirement at Rosedale Academy.

The Credit System

A credit is granted when a course that has been scheduled for a minimum of 110 hours is successfully completed. “Scheduled time” is defined as the time during which students participate in planned learning activities designed to lead to the achievement of the curriculum expectations of a course.

Planned learning activities in Rosedale Academy online courses include student self-learning, discussion, interaction between the teacher and student as well as assigned individual and/or group work, excluding homework. (Ontario Schools K-12 Policy and Program Requirements 2011 S.7.1)

Compulsory Credit and Optional Credit Requirements

18 Compulsory Credits

Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma:

  • 4 credits in English (1 credit per grade)*
  • 3 credits in mathematics (1 credit in Grade 11 or 12)
  • 2 credits in science
  • 1 credit in Canadian history
  • 1 credit in Canadian geography
  • 1 credit in the arts
  • 1 credit in health and physical education
  • 1 credit in French as a second language
  • 0.5 credit in career studies
  • 0.5 credit in civics

Plus ONE Credit from each of these three groups:

    Group 1:

  • English or French as a second language**
  • a Native language
  • a classical or an international language
  • social sciences and the humanities
  • Canadian and world studies
  • guidance and career education
  • cooperative education***

    Group 2:

  • health and physical education
  • the arts
  • business studies
  • French as a second language**
  • cooperative education***

    Group 3:

  • science (Grade 11 or 12)
  • technological education
  • French as a second language**
  • computer studies
  • cooperative education***

In addition to the compulsory credits, students must:

  •     Earn 12 optional credits (courses you get to choose)†

Community involvement and literacy requirements

  • Complete 40 hours of community involvement activities
  • Complete the provincial literacy requirement

*A maximum of 3 credits in English as a Second Language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course.

**In groups 1, 2, and 3, a maximum of 2 credits in French as a Second Language can count as compulsory credits, one from group 1 and one from either group 2 or group 3.

***A maximum of 2 credits in cooperative education can count as compulsory credits. † The 12 optional credits may include up to 4 credits earned through approved dual credit courses.

Reference: Ontario Ministry of Education, ISBN ISBN 978-1-4606-1340-5 (Print) ISBN 978-1-4606-1341-2 (PDF)

Substitution for Compulsory Credit Requirements

In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions can be made for up to three compulsory courses from other subject areas specified in the list of compulsory credit requirement (including Groups 1, 2 and 3). Students who qualify under this substitute credit arrangement are those whose educational interests, in the opinion of their parents or guardians, or Principal, are best served by such substitution.

The principal will make the final decision in consultation with the parent or adult student and appropriate school staff. Each substitution will be noted on the student’s Ontario Student Transcript. (Ontario Schools K-12 Policy and Program Requirements 2011 S.6.2)

The Provincial Secondary School Literacy Requirements

Ontario Secondary School Literacy Test

The Ontario Secondary School Literacy Test (OSSLT) is the usual method for assessing the literacy skills of students in Ontario for the purpose of determining whether they meet the provincial secondary school literacy requirement for graduation. The test is scheduled by and administered through the Education Quality and Accountability Office (EQAO) once each year, usually in the spring.

  • Students usually take the Secondary School Literacy Test in Grade 10, unless a deferral is granted by the principal.
  • English as a Second Language and English Literacy Development students will take the test when they have reached an appropriate level of proficiency in English. The parents or staff may request deferral for eligible students, and the school Principal may grant permission
  • Students who are English Language Learners may be entitled to special provision
  • Students who do not successfully complete the OSSLT will have opportunities to retake the test in subsequent years, on dates scheduled by the EQAO.
  • Only the indication of the successful completion of the literacy requirement will be entered on the student’s Ontario Student Transcript.

(Ontario Schools K-12 Policy and Program Requirements 2011 S.6.1.3.1/Appendix3)

Ontario Secondary School Literacy Course

If a student has had two opportunities to take the OSSLT and has failed it at least once, the student is eligible to enroll in the Ontario Secondary School Literacy Course (OSSLC). Successful completion of this course provides an alternative means of demonstrating the required literacy skills and meeting the literacy requirement. The principal has the discretion to allow a student to enroll in the OSSLC before he or she has had a second opportunity to take the OSSLT, if the principal determines that is in the best interest of the student

The Credit earned for successfully completing the OSSLC may also be used to meet the Grade 11 or Grade 12 compulsory credit requirement in English.

Mature students may enroll in the OSSLC course without having attempted and failed the OSSLT. A mature student is described as:

  • at least eighteen years of age on or before December 31 of the school year in which he or she registers in an Ontario secondary school program;
  • was not enrolled as a regular day school student for a period of at least one school year immediately preceding his or her registration in a secondary program;
  • is enrolled in a secondary program for the purpose of obtaining an OSSD.

Community Involvement Requirements

Every student who begins secondary school during or after the 1999–2000 school year must complete a minimum of 40 hours of community involvement activities as part of the requirements for an Ontario Secondary School Diploma (OSSD). The purpose of the community involvement requirement is to encourage students to develop awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthening their communities.

Rosedale Academy Staff will provide guidance and discuss appropriate types of community involvement activities and projects with students. However, the selection and management of the involvement is to be directed by the student.

Community involvement activities may take place in a variety of settings, including not-for-profit organizations, public sector institutions (including hospitals), and informal settings. Students may not fulfill the requirement through activities that are counted towards a credit (cooperative education and work experience, for example), through paid work, or by assuming duties normally performed by a paid employee. Students must fulfill their requirement outside of school hours.

Students must maintain and provide a record of their community involvement activities. The organizations or persons supervising the activities must confirm completion of the required 40 hours. The student must submit documentation attesting to the completion of each activity to the Principal. This documentation must include for each activity the name of the person or organization receiving the service, the activity performed, the dates and hours, the signatures of the student and her or his parents, and a signed acknowledgement by the person (or a representative of the organization) involved. The Principal will decide whether the student has met the requirements of both the Ministry and Rosedale Academy for these activities.

Forms to record Community Involvement are available on Rosedale Academy’s website. (Ontario Schools K-12 Policy and Program Requirements 2011 S.6.1.4)

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The Ontario Secondary School Certificate (OSSC)

The Ontario Secondary School Certificate (OSSC) will be granted on request, to students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma. To be granted an OSSC, a student must have earned a minimum of 14 credits, distributed as follow.

7 required compulsory credits
• credits in English
• 1 credit in mathematics
• 1 credit in science
• 1 credit in Canadian history or Canadian geography
• 1 credit in health and physical education
• 1 credit in the arts, computer studies, or technological education

7 required optional credits
• 7 credits selected by the student from available courses

The provisions for making substitutions for compulsory credits described in section 2.3 also apply to the Ontario Secondary School Certificate. (Ontario Schools K-12 Policy and Program Requirements 2011 S.6.3)

The Certificate of Accomplishment

Students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain kinds of further training, or who plan to find employment directly after leaving school. (Ontario Schools K-12 Policy and Program Requirements 2011 S.6.4)

Curriculum

Curriculum

Type of Courses

Secondary school courses in Ontario curriculum are organized by discipline, grade and course type.

Grade 9 and Grade 10 Courses

The following three types of courses are offered in Grades 9 and 10

Academic courses develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate.

Applied courses focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study.

Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind.

Grade 11 and Grade 12 Courses

The following five types of courses are offered in Grades 11 and 12:

College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs.

University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs.

University/college preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges.

Workplace preparation courses are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workforce directly after graduation, or the requirements for admission to certain apprenticeship or other training programs.

Open courses, which comprise a set of expectations that are appropriate for all students, are designed to broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind. (Ontario Schools K-12 Policy and Program Requirements 2011 S.7.2.2)

Course Coding

Students can determine the level of study in a course by the last digit in the course code.
D = Academic,  C = College Preparation,  U = University Preparation,  O = Open P = Applied,  M = University / College Preparation
“1” = Grade 9; “2” = Grade 10; “3” = Grade 11; “4” = Grade 12

For example: ENG4U is grade 12 University Preparation English course

Prerequisite Courses

Courses in Grades 10, 11, and 12 may have prerequisites for enrolment. All prerequisite courses are identified in ministry curriculum policy documents, and no courses apart from these may be identified as prerequisites. Rosedale Academy will provide parents and students with clear and accurate information about the prerequisites for each course. Students are responsible for ensuring they have obtained the necessary prerequisites for the course.
If a parent or an adult student (a student who is eighteen years of age or older) requests that a prerequisite be waived, the principal will determine whether or not the prerequisite should be waived. The principal may also initiate consideration of whether a prerequisite should be waived. The principal will make the decision in consultation with the parent or the adult student and appropriate school staff. (Ontario Schools K-12 Policy and Program Requirements 2011 S.7.2.3)

Course List and Course Descriptions

Rosedale Academy offers online courses to students working toward OSSD and on university/college preparation path. Courses to be offered for the 2018-­‐2019 school year are indicated in this section. Course outlines are available on Rosedale Academy website, at student registration on Learning Management Platform and upon request.

Students and parents who are interested in learning more about Ontario secondary school
education will find below a summary and discussion of the relevant policies set out in Ontario Schools: Policy and Program Requirements, 2016 (OS) as set out by the Ministry of Education of Ontario.

Secondary course curriculum documents are also available at the Ontario Ministry of Education website.

Department Grade Course Code Course
1 Business Gr. 10 BBI2O Introduction to Business
2 Business Gr. 11 BAF3M Introduction to Financial Accounting
3 Business Gr. 12 BAT4M Financial Accounting Principles
4 Business Gr. 12 BBB4M International Business Fundamentals
5 Business Gr. 12 BOH4M Business Leadership
6 English Gr. 10 ENG2D English
7 English Gr. 11 ENG3U English
8 English Gr. 12 ENG4U English
9 English Gr. 12 OLC4O Ontario Secondary School Literacy Course
10 ESL Open ESLCO ESL Level C
11 ESL Open ESLDO ESL Level D
12 ESL Open ESLEO ESL Level E
13 Guidance Open GWL3O Designing Your Future
14 Mathematics Gr. 10 MPM2D Principles of Mathematics
15 Mathematics Gr. 11 MCR3U Functions
16 Mathematics Gr. 12 MCV4U Calculus and Vectors
17 Mathematics Gr. 12 MDM4U Mathematics of Data Management
18 Mathematics Gr. 12 MHF4U Advanced Functions
19 Science Gr. 10 SNC2D Science
20 Science Gr. 11 SBI3U Biology
21 Science Gr. 11 SCH3U Chemistry
22 Science Gr. 11 SPH3U Physics
23 Science Gr. 12 SBI4U Biology
24 Science Gr. 12 SCH4U Chemistry
25 Science Gr. 12 SPH4U Physics
26 Computer Studies Gr. 11 ICS3U Introduction to Computer Science
27 Languages Gr. 11 LKECU Mandarin Level 3
28 Languages Gr. 12 LKEDU Mandarin Level 4
29 Technology Gr. 11 TGJ3M Communications Technology*
30 Media Arts Gr. 10 ASM2O Media Arts
31 Media Arts Gr. 11 ASM3M Media Arts*
32 Media Arts Gr. 12 ASM4M Media Arts*
33 Visual Arts Gr. 10 AVI2O Visual Arts*

* Please contact Rosedale Academy in regards to the course starting date.

For individual course description, please click Here.

Student Withdrawal from a Course

Grades 9 and 10

Withdrawals from Grade 9 and 10 courses are not recorded on the OST. Only successfully completed courses are recorded on the OST.

Grades 11 and 12

If a student withdraws from a Grade 11 or 12 course prior to or within five instructional days following the issue of the midterm report card (received at the midpoint in a course), the withdrawal is not recorded on the OST.

If a student withdraws from a course after five instructional days following the issue of the interim report card, the withdrawal is recorded on the OST by entering a “W” in the “Credit” column. The student’s percentage grade at the time of the withdrawal is recorded in the “Percentage Grade” column.

Where there are extraordinary circumstances relating to a student’s withdrawal from a Grade 11 or 12 course, a student’s poor performance in a successfully completed course, or a student’s failure to complete a course successfully, the special indicator “S” may be entered in the “Note” column on the OST.

Students may not withdraw from a course prior to receiving their final mark if all course requirements have been submitted to their teacher.

Change of Course Type

Rosedale Academy primarily provides courses which prepare students for university and college entrance. A student may change to a different type of course in a given subject provided that the student has taken any course specified as a prerequisite for that course. In the case of Grade 10 academic mathematics, a specific transfer course is required for students who studied Grade 9 applied mathematics. In the case of all other courses, the student may take one of the specified prerequisite courses through Rosedale Academy or another school. If the principal believes that a student can be successful in a particular course without having taken the specified prerequisite course, the principal may waive the prerequisite.

Prior Learning Assessment and Recognition (PLAR)

Prior Learning includes the knowledge and skills that a student has acquired, in both formal and informal ways, outside secondary school. Where such learning has occurred outside Ontario classrooms, students enrolled in Ontario secondary schools and inspected private schools may have their skills and knowledge evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits toward the secondary school diploma. This formal evaluation and accreditation process is known as Prior Learning Assessment and Recognition (PLAR). PLAR procedures are carried out under the direction of the school principal, who grants credits.

This process involves two components: challenge and equivalency. Challenge refers to the process whereby a student’s prior learning is assessed for the purpose of granting credit for a course developed from a curriculum policy document. The Rosedale Academy does not use or support the challenge process.

Equivalency refers to the process whereby credentials from other jurisdictions are assessed for the purpose of granting credit for a course developed from a curriculum policy document. Students who transfer to Ontario secondary schools from non-inspected private schools or schools outside Ontario are eligible for equivalency credits. Equivalency credits are granted for placement only.

The principal of the receiving school will, in the process of deciding where the student should be placed, determine as equitably as possible the total credit equivalency of the student’s previous learning, and the number of compulsory and optional credits still to be earned.

All credits granted through the PLAR process must represent the same standards of achievement as credits granted to students who have taken the courses.

On the Ontario Student Transcript (OST) ‘PLE’ is the course code used for equivalent credits granted for previous learning outside Ontario or in a non-inspected private school in Ontario. For these credits the code ‘EQV’ is used instead of a percentage grade. Ontario Schools K-12 Policy and Program Requirements 2011 S.4.3.2 )

PLAR for Out of Province and International Students

Rosedale Academy is committed to delivering quality education to students worldwide without geographic boundaries. Students planning to eventually come to Ontario to continue their high school education or seeking to obtain OSSD for entrance into a college or university program can have their existing high school credits evaluated and may receive Ontario equivalent credits.

For students from a school outside of Ontario (including students from schools in other provinces of Canada or outside of Canada), the principal of Rosedale Academy will determine as equitably as possible the total credit equivalency of the student’s previous learning, the number of compulsory and optional credits still to be earned and where the student should be placed. Students will have to successfully complete the provincial secondary school literacy test. The principal will determine the number of hours of community involvement activities that the student will have to complete and will note the results of his or her assessment and deliberations in the student’s Ontario Student Record (OSR). (Ontario Schools K-12 Policy and Program Requirements 2011 Appendix 2)

Rosedale Academy is committed to delivering quality education to students worldwide without geographic boundaries. Students planning to eventually come to Ontario to continue their high school education or seeking to obtain OSSD for entrance into a college or university program can have their existing high school credits evaluated and may receive Ontario equivalent credits.

For students from a school outside of Ontario (including students from schools in other provinces of Canada or outside of Canada), the principal of Rosedale Academy will determine as equitably as possible the total credit equivalency of the student’s previous learning, the number of compulsory and optional credits still to be earned and where the student should be placed. Students will have to successfully complete the provincial secondary school literacy test. The principal will determine the number of hours of community involvement activities that the student will have to complete and will note the results of his or her assessment and deliberations in the student’s Ontario Student Record (OSR). (Ontario Schools K-12 Policy and Program Requirements 2011 Appendix 2)

Assessment and Evaluation

Assessment and Evaluation

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation of student learning at Rosedale Academy is conducted in accordance with the Ontario Ministry of Education “Growing Success: Assessment, Evaluation and Reporting in Ontario School” (2010) seven fundamental principles.

The Seven Fundamental Principles

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

  • are fair, transparent, and equitable for all students;
  • support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
  • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  • are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
  • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Assessment

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the overall curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.

As part of assessment for learning, teachers provide students with descriptive feedback that guides their efforts towards improvement. Descriptive feedback helps students learn by providing them with specific information about what they are doing well, what needs improvement, and what specific steps they can take to improve. Multiple opportunities for feedback and follow-up are provided during a student’s course to allow for improvement in learning prior to assessment of learning (evaluation)

Assessment strategies in Rosedale Academy online courses may include

• Contributions to online discussion groups
• Completion of online assignments
• Self-quizzes
• Portfolio submissions
• Projects and presentations

Evaluation

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario secondary schools, the value assigned will be in the form of a percentage grade. Although all curriculum expectations in a course are accounted for in instruction, student evaluations focus solely on a student’s achievement of the overall curriculum expectations in his or her course. Evidence of student achievement for evaluation is collected over the duration of a course and is based on observations, conversations, and student products. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout each course, typically at the end of a module of study.

Student marks in Rosedale Academy courses are not averaged; instead, a student’s final mark is based on his or her most consistent effort with special emphasis on his or her most recent work. In determining a student’s final grade, teachers will consider:

• All evidence collected through observations, conversations, and student products
• The evidence of achievement that is available for each overall expectation for a subject in a
particular grade or course
• The teacher will consider that some evidence carries greater weight than other evidence; some
performance tasks are richer and reveal more about a student’s skills and knowledge than others

In Rosedale Academy online courses, evidence from observation is gathered from discussion areas, video evidence, real-time communication. Conversations are facilitated through multiple channels, such as email, real-time chat, phone calls, Skype etc. Student products may include, but are not limited to, student projects, essays, presentations, assignments and tests.
A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher. The final grade for each course will be determined as follows:

Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
Thirty per cent of the grade will be based on a final evaluation in the form of a supervised final examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Student Learning Skills and Work Habits

At Rosedale Academy, teachers will work with students to help them develop the following learning skills and work habits in preparation for university / college education and the world of work:

• Responsibility
• Organization
• Independent Work
• Collaboration
• Initiative
• Self-regulation

The evaluation of the learning skills and work habits are not considered in the determination of a student’s final grades. (Growing Success: Assessment, Evaluation and Reporting in Ontario School 2010, Ch. 2)

Final Examination

Final examinations at Rosedale Academy are normally conducted via the Internet, and under the supervision of an exam supervisor. Students must complete and submit all course requirements to their teacher prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, discussion forums, and the student learning log. Students must submit an application for final exam at least 5 business days prior to their desired examination date.

Exam Supervision Criteria
The final exam has to be a supervised exam. A supervised exam is one that is overseen by an impartial individual, the Exam Supervisor, who monitors and supervises a student while he or she is taking the final exam. The Exam Supervisor ensures the security and integrity of the exam process. Rosedale Academy students must fulfil their responsibilities in arranging and taking a supervised final exam.

Acceptable Exam Supervisor

  • A qualified exam supervisor should be an Ontario certified teacher (OCT) or guidance counsellor, or for international and out of province students, a teacher with a valid teaching certificate in the province or country
  • If none of the above is available, an appropriate exam supervisor could be a librarian in a public library, a college or university official; an administrator in a testing centre; or a registered professional such as a lawyer, doctor, professional engineer, minister, registered nurse, chartered accountant etc.

Unacceptable Exam Supervisor

  • Any relative (adoption included), any relative through marriage, friends, neighbours etc.

Reporting Student Achievement

Achievement Chart

Assessment and evaluation will be based upon the provincial curriculum expectations (content standards) and the achievement levels (performance standards). Assessment and evaluation must be based upon the categories of knowledge and skills and on the achievement level descriptions given in the Achievement Chart.

These levels of achievement are associated with percentage grades, and are defined as follows:

80-100% Level 4: a very high to outstanding level of achievement.
Achievement is above the provincial standard.

70-79% Level 3: a high level of achievement.
Achievement is at the provincial standard. A student achieving at this level is well prepared for work in the next grade or the next course.

60-69% Level 2: a moderate level of achievement. Achievement is below, but approaching, the provincial standard. 50-59% Level 1: a passable level of achievement. Achievement is below the provincial standard.

Below 50% Insufficient achievement of the curriculum expectations.

A credit is granted and recorded for every course in which the student’s grade is 50% or higher.

Report Cards

Student achievement will be communicated formally to students and parents by means of a Report Card. Report Cards at Rosedale Academy follow Ministry of Education Report Card templates. The report card focuses on two distinct but related aspects of student achievement: the achievement of curriculum expectations and the development of learning skills.

  • The report card provides a record of the student’s achievement of the curriculum expectations in every course, in the form of a percentage grade. The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart (in section 4.5.2) for the discipline.
  • The report card also includes teachers’ descriptive comments on the student’s strengths, areas in which improvement is needed, and ways in which improvement might be achieved.
  • The report card also provides a record of the learning skills demonstrated by a student in each course within the following six categories: responsibility, organization, independent work, collaboration, initiative and self-regulation. The learning skills are evaluated using a four-point scale: E – Excellent G – Good S – Satisfactory N – Needs Improvement. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, are not considered in the determination of percentage grades.

The Midterm Report Card
A midterm report card will be issued when students have completed half of the course material (55 hours of a 1 credit course). The half-way point in your course is indicated on the Course Overview and includes assignments, tests and discussion board postings. Your midterm report card will be released from the Guidance Office five business days after your teacher has completed it.

The Final Report Card
A final report card will be issued when students have completed all requirements for a course, including all assignments, tests, discussion postings, learning logs and the final exam (total 110 hours). The final report card will be released within ten business days after students have written their final exam. A copy will also be sent to a student’s home high school so that their Ontario Student Transcript can be updated, if the student’s home school is not Rosedale Academy.

Ontario Student Transcript (OST)

In accordance with the Ontario Student Transcript Manual 2010, the Ontario Student Transcript (OST) is a provincially standardized document, which provides a comprehensive record of a student’s achievement in secondary school. Copies are available to students on request. The credits that a student has earned towards fulfillment of the requirements for the graduation diploma will be recorded on the OST regardless of how or where the credits were earned.

In Grades 9 and 10 the student’s achievement, with percentage grades earned and credits gained, are recorded only for successfully completed courses.

The Ministry of Education has instructed that schools in Ontario implement a policy of full disclosure in September, 1999. This policy states that all grade 11 and 12 courses attempted by students must be recorded on Ontario Student Transcripts. This means that any course completed, withdrawn from or failed will appear on a student transcript along with the marks earned in the program.

Withdrawal from a Course

  • Withdrawals occurring within 5 days of the issuing of the first report card will result in the mark not being recorded on the OST.
  • Withdrawal from a Grade 11 or 12 course after 5 days of the issuing of the first report card results in a “W” being entered in the “Credit” column of the OST along with the mark at the time of the withdrawal.
  • Withdrawals at any time from Grade 9 or 10 courses are not recorded on the OST
  • If there are extraordinary circumstances relating to a student’s withdrawal from a course, an “S” may be entered in the “Note” column on the OST.

Repetition of a Course

  • Only one credit is earned if course is repeated
  • In Grade 11 and 12, an “R” appears on the student’s OST for the course with the lower mark

Equivalent Credits
Out of province students or transfers from non-inspected private schools may be granted equivalent credits upon the Principal’s evaluation of the student’s previous learning.

  • “Equivalent Credits” are entered in the “Course Title” column
  • “PLE” entered in the “Course Code” column
  • “EQV” in the “Percentage Grade” column
  • the total number of credits entered into the “Credit” column
  • the number of compulsory credits entered into the “Compulsory” column

Special Indicator
A student’s parents or a student who is an adult (eighteen years of age or over) may request that the principal identify Grade 11 and Grade 12 courses in which the student’s performance was affected by extraordinary circumstances by using a special indicator.
If the principal agrees with the student’s or parents’ claim, the special indicator “S” is entered in the “Note” column for these courses. However, the student’s percentage grades are also recorded. The special indicator may also be used for courses from which the student has withdrawn because of extraordinary circumstances.
If the principal does not agree with the parents’ or students’ claim that extraordinary circumstances have had a significant effect on the student’s achievement, the parents or the student may request that the appropriate supervisory officer review the matter. (See OSS, section 6.2.2.2)

Others

  • Identification of any course that has been substituted for a compulsory course will be made.
  • Confirmation that the student has completed the Community Involvement requirement will be noted.
  • Confirmation that the student has successfully completed the Literacy Requirement will be
    noted.
  • Any extraordinary circumstances affecting the student’s achievement in the senior grades may be noted, if appropriate.
  • Completion of a program of specialization in a subject area may be noted.

Ontario Student Record (OSR)

In accordance with the Ontario student record guideline, 2000, the Ontario Student Record is the official school record for a student registered in a school in Ontario. Every Ontario school keeps an OSR for each student enrolled at that school. The OSR contains achievement results, credits earned and diploma requirements completed, and other information important to the education of the student. These records are protected by the Education Act and Freedom of Information legislation.

If a student is enrolled in Rosedale Academy as well as another Ontario secondary school, the OSR is held by the school where the student is taking the most courses. The Rosedale Academy establishes or obtains the student OSR only if the student becomes the sole responsibility of Rosedale Academy. All OSRs are stored in a secure location within the school’s office.

Content
The OSR includes:

  • Form 1A
  • Report Card: Rosedale Academy will file both the midterm and final report cards in the student’s OSR or will send these report cards to the student’s school where this OSR is held
  • Ontario School Transcript (OST)
  • Documentation Files for such things as IPRC, IEP, psychological assessments, Violent Incident Form, etc.
  • Prior Learning Assessment
  • Annual Community Involvement Report
  • Ontario Secondary School Literacy Test results

Personal information in the OSR is maintained for at least one year after use. Report cards and documentation files are maintained for five years after use. The OSR folder containing the OST and the Office Index Card will be maintained for fifty-five years after a student retires.

Access
Students and their parents or guardians (if the student is under age 18) may examine the contents of the OSR. Access to the OSR is also granted to the educational personnel from the Ministry of Education.

Transfer
The OSR is an ongoing record and may be transferred from Rosedale Academy if the student transfers to another school. Transfer of all of the original material in the OSR occurs by Priority Post when Rosedale receives written request from the receiving school. If a student transfers outside Ontario, then only a copy of the OSR is transferred. When a student retires, Rosedale Academy may give the parents a copy of the OSR, if requested. (OS K-12 S. 4.1)

Student Services

Advisory and Counselling

Rosedale Academy assists and advises students in a variety of areas including:

  • Course selection and academic advisory
  • University and college information
  • Applications to universities and colleges
  • Guidance and Career Assistance
  • Orientation
  • Exit

Guidance and Career Assistance

Rosedale Academy provides guidance and career assistance to students in a variety of areas including:

  • Learning skills and work habit development
  • Career exploration
  • Language proficiency improvement for ESL students

The service may be delivered in several approaches including both group activities and individual assistance & counselling. Rosedale Academy hosts web seminars on personal growth topics periodically. Students, whose home school is Rosedale Academy, may participate in the Rosedale Academy Individual Pathway Plan Program.

English Language Learners

Rosedale Academy serves students from a variety of diverse backgrounds, including English Language Learners (ELL). Teaching strategies and online resource are used throughout Rosedale Academy online courses to help ESL students understand the content and improve their understanding of the English language. The self-paced delivery method of courses allows all students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working alongside peers from other cultures.

All teachers at Rosedale Academy are responsible for helping students develop their ability to use English in academic courses. Specific tutoring is available to ESL students upon request. English proficiency assessments are conducted if applicable, when placing a student into an advanced course. Appropriate accommodations to teaching, learning and evaluation strategies are made to help ESL students during the program.