Curriculum

Rosedale's Higher Order Thinking Skills focused, differentiated curriculum with comprehensive instructional resources are the foundation for instructional excellence and student success across the Rosedale Global High School Program.

Our robust curriculum was developed by Rosedale’s Curriculum Research and Development Centre of Excellence, and is rooted in the Ontario Secondary School Diploma (OSSD)the world’s most widely recognized differentiated education system. With the guidance of leading educators, we further enhanced the OSSD with the Rosedale Transformative Approach to Learninga systematic approach to differentiated education that showcases research-based curriculum and comprehensive teaching resources to create a strong foundation for instructional excellence and student achievement.

59

University-bound Courses

1062

Lesson Plans

5310

Supplemental Teaching Resources

3186

Collaborative Activities

3011

Check for Understanding

1278

Formative Assessments

Personalized Learning Through a Variety of Courses

Rosedale provides a breadth of high school OSSD credit courses in diverse disciplinesintegrating innovative specialty courses in technology, media artsentrepreneurship and more; including:  

ESL

English

Mathematics

Science

Technology

Business

Social Science

Media Arts

Entrepreneurship

Languages

Our diverse course portfolio empowers students to make choices that align with the creation of their own Personalized Learning Path, supporting individual student learning needs, interestsstrengths, choice of university programs, and career ambitions. 

Engaging Multimedia Content Supports Differentiated Learning

Our curriculum content on the Rosedale Digital Learning Platform is presented in diverse multimedia formats. These formats are designed to engage learners and cater to diverse learning styles.

  • Text
  • Audios
  • Videos
  • Infographics
  • Games
  • Animations
  • Simulations
  • Virtual labs

Rosedale OSSD Curriculum Highlights

Higher Order Thinking Skills [HOTS]

  1. HOTS in Course Design: Rosedale has built innovative courses with strong emphasis on, and alignment with, Higher Order Thinking Skills (HOTS). HOTS are critical in all areas of curriculum, indulging learning objectives, learning activities, assessments and evaluations. Courses include opportunities for HOTS development in eight categories: researching, problem solving, planning, processing, presenting, critical and creative thinkingand reflecting. 
  2. HOTS in Instruction: Teachers promote HOTS development through differentiated curriculum that utilizes rich learning activities and corresponding lesson plans and instructional resources, all with emphasis on HOTS-focused instructional strategies.   
  3. HOTS in Evaluation: Our courses include activities and evaluations that allow for the measuring, tracking and reporting of HOTS categories for individual students across different subjects during their time in the programthis allows our international partner schools to effectively analyze and manage student learning progress and outcomes. 

We place students at the core of the teaching-learning experience and develop novel ways to keep students motivated while learning complex concepts and solving real-world issues. With our project-based, competency-based curriculum, we simulate global experiences and guide students to find solutions.

Lakshmi PriyaSenior Project Manager, PMO, Rosedale Academy

Differentiated Learning 

  1. Variety in Learning Content: Key concepts of our innovative digital curriculum are presented in a variety of multimedia formats designed to engage students with diverse learning stylesLearning activities range from research, presentation, case studies, gamification, project-based learning and more, offering students differentiated learning opportunities 
  2. Variety in Teaching Methods: Courses and lessons are designed to support a variety of teaching methods to ensure learnings experiences are engaging, effective and productive. Instruction includes methods such as: direct instruction, modelling, questioning, ongoing feedback, and collaborative learning.
  3. Variety in Student Products: Evaluations in our curriculum commonly offer students choices in how they will demonstrate learning outcomes. Students may choose to demonstrate learning in written form (e.g. essays, letters, journals), visual form (e.g. infographics, artwork, presentations), or audio/visual form (orations, video journals, dramatic presentations) according to their strengths and preferences.

Real World Problem Solving

  1. Problem Based Learning: Students are provided with opportunities to develop real-world problem solving skills through thoughtfully integrated design thinking challenges and real-world case studies. 
  2. Collaboration Focus: Courses and lessons integrate collaborative instructional strategies that support teachers in creating learner-centred classrooms that empower students to work together to explore issues and solve real-world problems. 
  3. Global Perspective: Learning activities and evaluations invite students to consider local and global perspectives as they integrate their learning in different disciplines, solve problems, and make connections to the social and economic impact of real-world issues.  

Progressive, Diverse Evaluation

  1. Optimal Evaluation Opportunities: Each course typically includes 15 summative evaluation opportunities, including mid-term and final evaluations. These evaluations include a balance between diverse assignments and tests. The final grade for each course is weighted at 70% for General Evaluations and 30% for Final Evaluations.  
  2. Balanced KICA: Evaluations use a balanced approach to test Knowledge, Inquiry, Communication and Application (KICA) skills based on a subjectspecific ratio. Students can track their performance in these categories at both course level and on their individual evaluations 
  3. Diverse and Differentiated Evaluation Strategies: Each course includes a unique set of evaluationsdesigned and administered to effectively measure subjectspecific academic rigor and higher order thinking skill development. Based on their strengths and learning preferences, students can select various ways to demonstrate their learning 

Student Learning Enhancement

  1. Systematic & Thorough Preparation: Examining for knowledge comprehension is critical after instruction. Repetitive practice, combined with feedback from teachers, peers and self-assessments leads to improved student performance. 
  2. Detailed Feedback System: Each student receives comprehensive feedback on their work, helping students gain a thorough understanding of their performance, to learn from and manage misstepsand to be aware of learning gaps at an early stage, so teachers can support students to improve accordingly. 
  3. Diverse Learning Enhancement Strategies: We offer awide variety of diverse learningopportunities designed to maximize student understanding, develop higher order thinking skills, and apply knowledge to resolve real-world problems. Examples include: self-assessment, student work examples, discussion forums to cultivate peer learning and feedback, automated quizzes, open-ended projects, rubric practice, preparatory tests and more.  

Empowering Teachers in Instructional Excellence

Rosedale supports teacher development with rich instructional resources, empowering educators to successfully implement differentiated curriculum with aemphasis on Higher Order Thinking Skills in the classroom.

Comprehensive Lesson Plans:

Each lesson in Rosedale curriculum offers a detailed lesson plan that was strategically crafted for that lesson. The lesson plans recommend instructional scenarios and corresponding advanced teaching strategies, providing detailed guidance to teachers in developing students higher order thinking skills.

Differentiated Instructional Resources:

Supplemental teaching resources are also available for each lesson. These resources are a tool for teachers that designed to further enrich student learning experiences, reinforce lesson concepts and support diverse learning needs.

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