Course Calendar – GDCI

GDCI Course Calendar

The Avon Maitland District School Board is committed to ensuring students have the opportunity to graduate secondary school in four years and to ensuring a variety of course offerings for our students. In order to achieve both goals efficiently students need to be registered full time in each semester. Students in Avon Maitland District School Board secondary schools are required to register with a sufficient number of courses to be considered full time for each semester in which they attend our schools.

School Goals and Philosophy

Goderich District Collegiate Institute has a very proud history of academic excellence. Together, staff and students have created a positive, inclusive and welcoming school community where students are given the opportunity to excel in classes as well as through a variety of co-curricular activities in areas such as sports, drama, music, clubs, and community service opportunities. At GDCI, staff aims to engage, inspire and innovatein order to equip students with the skills needed to be successful citizens. As a community of learners, our common focus in grades 7-12 is on proficiency in both numeracy and literacy across the curriculum; strong literacy and numeracy skills provide students with a strong foundation for future and on-going learning. At GDCI, we are committed to continuous improvement and development of each student in an equitable, safe, and compassionate environment which promotes an understanding of our local and global communities. Students have opportunities to pursue a variety of post-secondary destinations through pathways leading to the workplace, apprenticeships, college, skilled trades and/or university. Students are encouraged to select courses carefully, using this resource, in consultation with parents/guardians and counsellors.

Student Responsibilities

Student Attendance

Regular attendance at school is critical for the student’s learning and achievement of course expectations. Detailed information about the G.D.C.I. attendance policy can be found on the school website at

Student Conduct

Each school has a Code of Conduct, which is derived from Ministry of Education and Avon Maitland DSB policies. Detailed information about the G.D.C.I. Code of Student Behaviour is found on the school website at

School Support Services and Resources

Students have access to the school resources, including an extensive learning commons staffed by a full-time TRA (Technical Resource Assistant), Student Success Teacher and Resource Teacher. Additional academic support is always available through our highly successful Lunch-and-Learn program. Personal, School and Post-Secondary counselling is also available through our knowledgeable Guidance Department. Students may also obtain information and assistance from a number of supporting community partners by speaking with Student Services Staff.

Remedial Programs

Students who have been identified with special learning challenges through the IPRC process (Individual Placement and Review Committee) will take courses which suit their specific individual needs. These recommendations are outlined in the minutes of the IPRC meetings and in their I.E.P. (Individual Education Plan). Resource teachers and educational assistants provide programs and assistance for identified students. Our resource staff works hard to meet the needs of all students through enrichment, withdrawal and special programming. Contact the Special Education Resource Teacher for more details.

Policies and Procedures

Course Changes

Students wishing to change a course must consult with a guidance counsellor. Course changes are permitted during the first three weeks of each semester. Pathway changes (for example from academic to applied) can usually be accommodated until the midpoint of the semester. Individual exceptions will be considered, with the goal of achieving success for the student. Parental approval is required for changes if students are under 18 years old.

Students entering grade 9, should consult with their grade 8 teacher(s) during the courses selection process. Space in courses is often limited, so making the right choice the first time will increase your chance of getting into the courses which are most appropriate to you and your future.

Crossover/Transfer Courses/Full Disclosure

Students who intend to switch from one course type (Applied) in Grade 9 to another in Grade 10 (Academic) are required to complete additional course work (crossover material) of up to 30 hours in order to demonstrate achievement of the learning expectations. For math transfers and changes beyond Grade 9, it is necessary to attend summer school.

Students may drop a course prior to the midterm without the course being reflected on the student transcript provided their full time status is not reduced. A student has five days after the reporting date to drop a course. If a grade 11/12 course is dropped after this date the midterm mark will appear on the transcript as a withdraw.

Co-Curricular Activities


G.D.C.I. athletics has a rich tradition of excellence and offers opportunities for students to compete in a wide variety of sports. Athletics offer a chance to develop individual and team skills and play. Many students take this opportunity to build lasting friendships. The facilities at G.D.C.I. include a single and a double gym, soccer fields, track, squash court and weight room. Athletes on school teams practise regularly under the direction of dedicated coaching staff. Usually, a student who is a regular member of a school team achieves high levels of fitness and skill performance. He or she does this in an environment where fair play and good sportsmanship are stressed. Depending on the activity, most practices are 1.5 to 2 hours in length, and occur before and after the school day. Regular attendance is required. G.D.C.I. is a member of the Huron Perth Athletic Conference, which is composed of eleven schools. Our Viking athletes are known for their dedication to sport and to the pursuit of excellence as they engage in exciting competition.

Each season, G.D.C.I. earns a generous share of Huron Perth Conference, WOSSAA (Western Ontario), and OFSAA (Ontario) honours. On the walls of the gymnasium hang numerous pennants won by teams, testimony to the school’s successes through the years. The athletic year at G.D.C.I. has three seasons with boys’ volleyball, girls’ basketball, girls’ field hockey, swimming, cross-country running, golf and tennis offered in the fall; girls’ volleyball, boys’ basketball and curling offered in the winter; and badminton, soccer, rugby and track and field offered in the spring. In order to participate in athletics, a student must be a full-time student.

Clubs and Activities

Long after graduation, participation in co-curricular activities will bring back a lot of memories. Clubs and activities are important aspects of G.D.C.I.’s co-curricular offerings, appealing to a broad range of interests and tastes. If you like theatre, join the drama club; they perform plays and musicals. Everyone likes music; why not learn to play an instrument? Other clubs at G.D.C.I. include Chess, O.S.A.I.D., Student Leadership, Peer Mentors, Peer Tutors, and Gender Sexuality Alliance. By joining clubs, you have the opportunity to attend fun and exciting events, workshops, tournaments and competitions, where you will gain valuable experience. You also have chances to improve skills that may help you in the future and the opportunity to meet other students with the same interests. There is something for everyone, so come out and join a club, activity or try out for a team!

Experiential Learning

Schools are offering more opportunities to customize your high school experience and build on your strengths and interests through a variety of new and enhanced learning options including Experiential Learning. Experiential Learning programs such as Co-op, Dual Credits, Ontario Youth Apprenticeship Program (OYAP) and Specialist High Skills Major (SHSM) enhance your academic background and provide you with opportunities to gain valuable experiences in our community.

No matter what your post-secondary pathway may be, experiential learning can assist you in making career decisions and help you develop the knowledge, skills and habits required in the workplace. All forms of experiential learning are a valuable complement to your post-secondary preparation and future employment.

Dual Credit Offerings at Conestoga, Fanshawe and Lambton Colleges

What is a Dual Credit Program

Dual credit programs allow senior high school students the opportunity to earn high school and college credits at the same time. Students typically attend Conestoga, Fanshawe or Lambton College’s campuses once a week for a fifteen week period. This unique arrangement allows you, the student, the chance to experience life and learning in a college environment and allows you to fast track towards your post-secondary goals.

Examples of dual credit offerings include:
  • Digital Photography
  • Basic Plumbing
  • Basic Electrical
  • Intro to Early Childhood Education
  • Baking & Pastry Arts
  • Basic Welding Process and Fabricating
  • Health and Wellness Fundamentals
  • Recreation and Leisure

Program availability is subject to change. A maximum of 4 college-delivered dual credits can be counted as optional credits towards the Ontario Secondary School Diploma (OSSD). Dual Credits cannot be used as substitutions for compulsory credit requirements.

What does it cost?

You pay nothing. All books, transportation and tuition are paid for through grants from the School College Work Initiative (SCWI). SCWI is a collaborative partnership between the Ministry of Education and the Ministry of Advanced Education and Skills Development.

What makes a student eligible?

Dual credit programs are intended to assist secondary school students in the completion of their OSSD and provide a successful transition to college and apprenticeship programs. As well, students in Specialist High Skills Major (SHSM) programs and the Ontario Youth Apprenticeship Programs (OYAP) are eligible to enroll. Enrolment in half or full day Co-op allows greater flexibility to participate.

How do I apply?

You MUST be referred to the program through your School Student Success Team. Avon Maitland College partners will not accept applications directly.

To find out what dual credit offerings are available and to take advantage of this great opportunity, contact your Guidance Counselor, Student Success teacher or Co-op teacher for an up-to-date listing of course offerings and to obtain an application form. More information can be found at

Ontario Youth Apprenticeship Program

  • Are you a hands on learner?
  • Do you like to solve problems?
  • Are you good at fixing things?
  • Do you find it difficult to sit in a classroom all day?
If you answered yes to any of the above, the apprenticeship pathway may be for you!

Get started on your apprenticeship while in high school. The Ontario Youth Apprenticeship Program (OYAP) allows you to be considered an OYAP Participant and earn cooperative education credits for work experience in an apprenticeable trade. You may or may not be formally registered as an apprentice while attending secondary school. To participate in OYAP you must: be at least 16 years of age, have completed a minimum of 16 credits, be a full-time student working towards completion of your diploma and complete the OYAP participant form.

A student who participates in OYAP must have a Personalized Placement Learning Plan (PPLP) that is based on the on-the-job training requirements outlined in the government approved training standard for that trade. Training Standard competency booklets can be found at INSERT: the Ontario College of Trades website. The OYAP program is funded by the Government of Ontario, Ministry of Advanced Education and Skills Development.

Fast track through an apprenticeship now and take advantage of Dual Credit and Specialist High Skills Major opportunities. See your Guidance Counsellor or Coop teacher to apply. For more information, visit and

Specialist High Skills Majors

The SHSM is a specialized program that allows students to focus their learning on a specific economic sector while meeting the requirements for the Ontario Secondary School Diploma (OSSD) and assist in their transition from secondary school to apprenticeship training, college, university, or the workplace. SHSM allow students to focus on a career path that matches their skills and interests. Visit to view the SHSM sectors available at this school.

Every SHSM must include the following five components:

Bundled Credits

  1. Major Credits: Four grade 11/12 courses selected from the Approved Courses List. (One approved course must be grade 11, and one must be grade 12) These courses enable students to build a foundation of sector-focused knowledge and skills before entering a postsecondary destination.
  2. Context Credits: SHSM student must complete two, three, or four other required credits from the Ontario curriculum. For each of these other required credits, the teachers of these courses incorporate a Contextualized Learning Activity that connects the subjects’ curriculum expectations to the SHSM sector.
  3. Cooperative Education Credits: Cooperative education courses provide authentic learning experiences in a workplace setting that enable students to refine, extend, apply, and practise the sector-specific knowledge and skills acquired in the bundle of credits.

Coop Course Notes:

  • Summer school co-op is an option for students enrolled in a Specialist High Skills Major
  • SHSM candidates may use up to 4 co-op credits towards their bundle of SHSM requirements.
  • 2 co-op credits are required in the SHSM Credit Bundle. Co-op tie-in must be within the approved bundle of credits (GLC2O is also available to be used).
  • 1 additional co-op credit can be substituted for one “major” credit. Co-op tie-in must be within the approved bundle of credits.
  • 1 additional co-op credit can be substituted for one “other required credit.” Co-op tie-in must be within the approved bundle of credits. Availability
  • Students are able to enter a SHSM based on readiness and alignment of the program with their interests and post secondary goals. Entry should occur no later than year three in order for the student to be appropriately scheduled into the required courses.

Seven sector-recognized certifications and/or training courses

All SHSMs require six or seven sector-recognized certifications that have been identified through extensive sector consultations. These certification and training courses are provided to the student free of charge, and are delivered during the school schedule. They include: Three or four compulsory certifications or training courses/programs (e.g., first aid, CPR) The required number of remaining certifications, which are selected from a list of elective certifications or training courses/programs.

Experiential learning activities within the Environmental Studies or Hospitality & Tourism

The SHSM experiential learning and career exploration requirement consists of planned learning activities that take place outside the traditional classroom setting. Experiential learning may take a variety of forms, including: career exploration activities, job shadowing, job twinning, work experience, virtual work experience.

Reach ahead experiences connected with the student’s chosen post secondary pathway.

These experiences enable Grade 11 and 12 students to gain confidence in their ability to be successful, refine skills and work habits, and make informed choices about future careers and next steps.

Development of the required Essential Skills in the Environmental Studies or Hospitality and Tourism sector, and the use of the Ontario Skills Passport. SHSM programs help students develop the Essential Skills and work habits that will prepare them for lifelong success, using the OSP as a planning and documentation tool.

Availability: Students are able to enter a SHSM based on readiness and alignment of the program with their interests and post secondary goals. Entry should occur no later than year three in order for the student to be appropriately scheduled into the required courses.

The goals of this program are:

  • To develop relationships with their community and to foster networks in their chosen field.
  • To provide students with the opportunity to develop highly focused skills in pursuit of post secondary employment and/or education.
  • To provide students with sector specific training and certification that will enhance their employability opportunities.
  • For more information, visit


High Skills Major Pathways

The SHSM–Construction enables students to build a foundation of sector-focused knowledge and skills before entering apprenticeship training, college, university, or an entry-level position in the workplace.

There are four categories of work in the construction industry. Each requires the use of different equipment and workers with a variety of skills. Depending on the career chosen, a graduate could work in any or all of these categories: new home building and renovation, including building, remodeling, or renovating houses and apartment buildings; Heavy industrial construction, including building industrial facilities such as cement, automotive, chemical, or power plants, refineries, and oil-sands installations; Institutional and commercial construction, including building commercial and institutional buildings and structures such as stadiums, schools, hospitals, grain elevators, and swimming pools; civil engineering construction, including engineering projects such as highways, dams, water and sewer lines, power and communication lines, and bridges

Select this link to view the Construction SHSM


High Skills Major Pathways

The SHSM–Environment enables students to build a foundation of sector-focused knowledge and skills before graduating and entering apprenticeship training, college, university, or an entry-level position in the workplace.

Employment in the environment sector has boomed in recent years, and, according to industry experts, existing labour shortages in this sector are expected to increase as regulations to meet Canada’s goals regarding climate change come into effect.

Select this link to view the Environment SHSM

Hospitality & Tourism

High Skills Major Pathways

The tourism industry presents many advantages for employees because it offers a selection of well over 400 occupations. Tourism jobs also tend to provide plenty of opportunities for advancement, widely transferable skills, and ongoing training.

Select this link to view the Hopsitality & Tourism SHSM

Avon Maitland District elearning Centre

AMDEC is a fully online secondary school within the Avon Maitland DSB, which offers courses from grade 9 to grade 12 in most subject areas. Our courses are taught by experienced AMDSB teachers who are committed to student success through a quality eLearning experience. Your success as a student is also supported by our principal, vice principal, guidance counsellor, technical help department, office staff and the home school. We believe that our program provides an excellent educational opportunity for all of our students.

AMDEC delivers semestered, as well as non-semestered continuous intake courses. With the permission of your home school, you may start AMDEC courses any time between September and mid-February, but all students must finish by early June. You have some flexible deadlines for your assignments; however, you are responsible for establishing a schedule that meets both AMDEC’s due dates and your own needs (for example, completing the course by the end of first semester or meeting postsecondary mark submission deadlines). Module completion requirements and a list of important due dates are posted in the Student Handbook and are also available on our website:

Students wishing to take an AMDEC course must register through the guidance department of their home school. You may consider eLearning courses for a number of reasons: to take a course that is not offered at your home school; to solve a timetable conflict; and to experience eLearning before starting post-secondary education. To succeed in eLearning you need skills in: self-motivation, organization, self-direction, time management, computer proficiency, and honesty.

Mandatory Courses by Grade

Grade 9 Course

Students in Grade 9 will take the following 8 Compulsory Credits

  • English - ENG1D or ENG1L or ENG1P
  • Mathematics - MPM1D or MAT1L or MFM1P
  • Science - SNC1D or SNC1L or SNC1P
  • French - FSF1D or FSF1O
  • Canadian Geography - CGC1D or CGC1P
  • Healthy Active Living Education - PPL1O
  • Integrated Arts - ALC1O

Choose One of the following:

  • Introduction to Business - BBI1O
  • Exploring Technologies - TIJ1O

Grade 10 Courses

Grade 10 will take the following 5 Compulsory Credits

  • English - ENG2D or ENG2L or ENG2P
  • Mathematics - MPM2D or MPM2DE or MAT2L or MFM2P
  • Science - SNC2D or SNC2L or SNC2P
  • Canadian History - CHC2D or CHC2DE or CHC2L or CHC2P
  • Career Studies (.5 credit) - GLC2O
  • Civics and Citizenship (.5 credit) - CHV2O

Choose 3 Additional Credits at the Grade 10 Level

Grade 11 Courses

Students in Grade 11 will take Compulsory English and Mathematics Credits

Students must check carefully that the requirements for the any additional compulsory credits are completed.

  • English - ENG3C or NBE3E or ENG3U
  • Mathematics - MBF3C or MEL3E or MCF3M or MCR3U

Choose Up to 6 Additional Credits:

Students in Grade 11 may select a Grade 12 course if prerequisite has been completed.

Grade 12 Courses

Students entering Grade 12 shall choose a minimum of 6 courses and must choose an English course to complete diploma requirements. Grade 12 students returning for a fifth year are welcome to register for a full course load, however are encouraged to register for only the courses they intend to complete.

  • English - ENG4C or ENG4E or ENG4U (or OLC4O - if the student was unsuccesful on the literacy test)

The Arts


Canadian & World Studies

Cooperative Education

Cooperative Education is a program that offers students the opportunity to extend classroom learning into supervised learning experiences in the community. Students can earn secondary school credits, which are connected to specific school subjects in school. Cooperative Education programs combine a work placement component in the community, along with a classroom component. The classroom component includes a pre-placement session prior to attending a placement in the community and integration sessions throughout the school year.

Cooperative Education courses can be selected in either a 2-credit or 4-credit package, depending upon the individual student’s timetable and the type of placement and experience desired. Students interested in Cooperative Education must complete a Cooperative Education application form and interview with the Cooperative Education teacher prior to starting a Co-op course. The student needs to demonstrate maturity, a positive attitude, an ability to be punctual and maintain regular attendance and a willingness to learn. Students must also be prepared to adhere to the policies of the workplace and school and follow health and safety regulations at the workplace. Placements are subject to availability in the community. Students are encouraged to discuss their placement choices with a Co-op teacher when registering.



Guidance & Career Education

Health & Physical Education

Interdisciplinary Studies



Social Science & Humanities

Technological Education