Welcome to Griffin College Canada

Griffin College  Canada is a non-profit organization.

Griffin College  Canada is committed to equip all students with the knowledge, skills and attitudes that pave their way for future success in postsecondary destinations of their choice. In Griffin, through its consistent system and cooperative effort, classroom teachers and principal form a strong team to ensure quality teaching and dedication to successful outcomes for all students.

Our excellent facilities, and our dedicated faculty and staff are devoted to creating trusting and caring atmosphere through sensitivity to students’ strengths, weaknesses, personal learning styles, and their cultural background.

Classes of all our subjects are designed, developed and implemented as appropriate to students’ learning abilities and reflect their needs and interests.

We invite you to attend Griffin College Canada Centre online school, to study with other bright students and enthusiastic teachers.


  • Online Based Courses on Bharathanatyam / Carnatic Vocal and Instruments / Tamil
  • Continuous intake
  • Open 12 months a year
  • Study, Move at your own pace

Syllabus [ Need Login via App ]

Graded Examination Syllabus

  • Bharathanatyam
  • Vocal and Instruments
  • Percussion Instruments

Credit Course Syllabus

  • Dance
  • Music

 Senior Management Team

Dr Padma Rahulan            : Founder / Principal
Mr Nathan Rahulan          : Managing Director
Mrs Lois  C Soosaipillai    : School Principal

Griffin College Canada
PO Box 18228
L1V 0B8
Contact Number: 437 673 0300


Online Course

Griffin College  Canada  is committed to equip all students with the knowledge, skills and attitudes that pave their way for future success in postsecondary destinations of their choice.

Griffin College Canada strictly follows the curriculum guidelines and policies of the Ontario Ministry of Education in all its course offerings and teaching practice.

In the calendar year of 2022-2023, Griffin College Canada offers courses of high quality online, with the aim to:

  • Provide course content according to Ministry of Education curriculum guidelines
  • Deliver course content in an engaging and conducive manner for students.
  • Implement, standardized assessments for evaluation in each course; and,
  • Provide professional and experienced online teachers.

Hardware and Software Requirements

  • Windows XP Service Pack 2, OS 10.3, or better (minimum: Windows 10,
    Mac OS 8.6)
  • Internet Explorer 6.0 or better (minimum: Internet Explorer 5.5.)
  • Adobe Acrobat Reader 6 or better (minimum: Reader 5)
  • Macromedia plug-ins (including mandatory: Flash)
  • A DSL or better connection to the Internet
  • Speakers
  • Monitor (screen resolution 800 x 600, 16 bit colour) or better
  • A typical Office suite of applications; specifically, a word processor application, spell checker, equation editor, and a spreadsheet application are mandatory.
  • Access to a microphone connected to their computer.

General Information and Guidelines

  • Students receive all their online course content in digital formats on the internet, once they login to course as registered.
  • Students should possess the ability to use the suitable technology tools for

a) software applications such as Microsoft Office Suites,
b) accessing internet, and,
c) communicating or corresponding via internet.

  • Subject teacher should regularly post announcements or instructions in specific Course Home Page on the portal website. These postings include instructions for submission of work, chat cancellation, attendance, etc. It is students’ responsibility to read these messages and follow the instructions.
  • Final exam, will be taken place in classroom.
  • Students ask questions of the teacher via online chat-room, discussion boards, email, downloaded audio or video files and the like.
  • Subject teachers will normally answer questions via emails within two school days (not including weekends or holidays) and will normally assess or evaluate the work submitted within one week. Occasionally, subject teacher may not be able to return marks or assessments within one week due to unforeseen circumstances. In that case, students may email subject teacher to inquiry regarding the assignment status.
  • Assessment and final examination will take electronic format including grade book, report cards, and so on.
  • The parents and/or guardians of students over 18 years old, with the permission of adult students, may have access to the student’s online course information including assessment and evaluation items, thereby promoting more parental involvement with education. Online conferencing and direct phone contact with the Griffin College Canada Principal are also encouraged.

Academic Policies

Course Registration

Students enrolled in Griffin College Canada are responsible for the continuing completeness and accuracy of their own registration. It is the student’s responsibility to make sure that he/she meets prerequisite requirements for courses to take.

By applying for Griffin College Canada, students also agree that all documentation submitted along with registration application form become the property of Griffin College Canada.

Once the student’s registration is processed and approved, he or she will be contacted and provided with:

a) welcome package,
b) username and password to begin credit course immediately,
c) principal greeting and teacher introduction,
d) log in and attendance expectations,
e) timelines for the completion of activities where appropriate, and,
f) deadline date of five months with options for extension in writing to the Principal.

Time for credit course completion:  Payment covers the online course materials and tuition. It does not cover course text books, whether e-Books or hard copy which may result in additional costs.

Procedures for Students who Transfer Course
A student, who registers and is enrolled into a course for less than two weeks and does not complete any form of assessment or evaluation in that course, may request to be transferred to another course. They must have made transfer request to the Principal within five school days of their initial enrolment. Upon approval by the Principal, it can proceed, but there will be $100 administration processing fee. The decision of the Principal will be considered final in all cases.

Expectations of Students

Successful students are responsible for their own organization and time management when taking online courses. Students should:

  • understand that taking a course on-line can be a challenging process;
  • learn independently with self-discipline and self-motivation;
  • keep track of assignments and meet deadlines with very limited accountability to others;
  • maintain credibility, honesty and accountability for work done in a proper manner; and, submit their own work and use resources with proper reference as strictly regulated in Griffin College Canada policies and procedures.

Attendance Requirements

  • Regular attendance in any learning environment is of crucial importance to school success. Online learning environment is a flexible way of learning compared to traditional physical classroom settings. Students do not regularly see the teacher “face-to-face”. Griffin College Canada online program offers a form of “distance virtual education” with focus on teaching, rather than self-directed student learning.
  • A student must put in 110 hours of work in order to complete one credit course, while half credits and makeup credits require 55 hours. Due to the continuous entry and exit model of online education, hours rather than dates or periods are recorded as evidence of attendance.
  • Attendance is not only taken as the amount of hours students and teachers both login for lecture, but also involved with work done online, such as completion of research and enquiry for assignments; conferencing with the teacher and classmates; culminating project; and final exam. In Griffin College Canada, online courses are defined as fully online 110 hours including all activities, assessment and evaluation, etc.
  • Students who do not participate in their online course on regular basis will become impediments to the learning process and lose opportunity to assess. The Principal may intervene promptly in managing attendance, proper conduct, problems within various courses, and other matters so that the technology does not become a deterrent to effective learning.

The following procedures will be strictly implemented to ensure that every student has strong attendance in each course: The Principal will maintain attendance records of each online course when students and teachers should login to courses according to prescribed calendar.

  • Students must login a minimum of three times a week. Frequent absence of online login, minimal participation or non-submission of assignments may be brought to the attention of the Principal by the subject teacher. The Principal may intervene in a positive and supportive manner to encourage attendance as well as promote learning experience.
  • Students and the parent(s)/guardian(s) of students under 18 years of age, who fail to log in due to technical problems should contact timely with Griffin College Canada according to attendance policy. With the support of technical team, the problems should be solved promptly. If not, students will be offered extension for continued studies.
  • Students who leave a course before completion must provide valid reasons to request either in writing to the Principal or over the phone.
  • The Principal will work with subject teachers to set manageable assessment and evaluation assignments early in the course, considering that some students might encounter any technology barriers.
  • Students who have not completed their course within five months from the day of enrolment in that course, will be considered as not enrolled from the course.

Code of Students Behaviour

  • Students will respect one another, their teachers and school staff. There will be no tolerance for inappropriate behaviours based on race, skin pigmentation, creed, age, religion, sex, academic ability, social orientation, physical appearance and/or sexual orientation.
  • Because Griffin College Canada online course system is Internet based, there is also an expectation of the use of the Internet as it relates to Griffin College Canada . Students should review this course calendar to ensure that students are fully aware of behaviour expectations once registered. Plagiarism is included.

The School’s Acceptable Use Policy

  • The school reserves the right to monitor all course materials and the like in user accounts on the secured file server in order to determine the appropriateness of computer use when a situation has arisen. The following processes have been put into place:
  • Student access into the Griffin College Canada online course system is provided with restricted permission, and students must follow the guidelines set by the Principal and federal laws.
  • If the online course system is used inappropriately or in a prohibited manner, the Principal reserves the right to terminate the registration or suspend the access. There is the possibility of further disciplinary action or even legal prosecution, if the appropriate laws or regulations deem it necessary.
  • It is important to be aware that all activities in an online environment are not regarded as private. The school reserves the right to monitor all course materials placed in a user’s account and to remove it if necessary.

The security of the online environment is only effective when its users follow the rules.
In Griffin College Canada, it is important for student user:

  • Never reveal your password of your course to any individual (except your parents or guardian);
  • Always report to your Principal immediately any email or chat message which either get your attention or requests inappropriate personal information from you;
  • Never attempt to access unauthorized material or to impersonate another user. Any attempt to vandalize, harm or destroy data of another user is prohibited.
    Any attempt to vandalize the data of the course or school is also prohibited.

High School Graduation Requirements And Considerations

The Credit System

A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours, and has been developed from Ministry of Education curriculum guidelines or has been approved by the Ministry. Credits are granted by the Principal on behalf of the Ministry of Education. Ontario Curriculum Policy documents and outlines of courses are available for access and review at the principal’s office upon request.

A half credit may be granted for each 55-hour part of a 110-hour ministry-developed course. Half-credit courses must comply with Ministry of Education requirements as outlined in the curriculum policy documents.

For the purpose of granting a credit, “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 include interaction between the teacher and the student and assigned individual or group work (other than homework) related to the achievement of the learning expectations in the course.

Mandatory Community Involvement Requirements and Procedures

As part of the diploma requirements, every student who begins secondary school on Ontario is required to complete 40 hours of community involvement in order to receive Ontario Secondary School Diploma. These activities may be completed at any time during their years in Grades 9 to 12. The purpose of this requirement is to encourage students to develop a substantial understanding of the various social roles they can play in their community and to help them develop a strong sense of belonging within the community. The requirement is to be completed outside students’ regular instructional hours, in other words, the activities are to take place in students’ designated lunch hours, after school, on weekends, or during school holidays.

Online Courses Offered at Griffin College Canada with Codes, Prerequisite(s) and
Course Description

Dance, Grade 9, Open (ATC1O)

This course gives students the opportunity to explore their technical and compositional skills by applying the elements of dance and the tools of composition in a variety of performance situations. Students will generate movement through structured and unstructured improvisation, demonstrate an understanding of safe practices with regard to themselves and others in the dance environment, and identify the function and significance of dance within the global community.

Prerequisite: None

Dance, Grade 10, Open (ATC2O

This course emphasizes the development of students’ technique and creative skills relating to the elements of dance and the tools of composition in a variety of performance situations. Students will identify responsible personal and interpersonal practices related to dance processes and production, and will apply technologies and techniques throughout the process of creation to develop artistic scope in the dance arts.

Prerequisite: None

Dance, Grade 11, University/College (ATC3M)

This course emphasizes the development of students’ artistry, improvisational and compositional skills, and technical proficiency in dance genres from around the world. Students will apply dance elements, techniques, and tools in a variety of ways, including performance situations; describe and model responsible practices related to the dance environment; and reflect on how the study of dance affects personal and artistic development.

Prerequisite: Dance, Grade 9 or 10, Open

Dance, Grade 12, University/College (ATC4M)  

This course emphasizes the development of students’ technical proficiency, fluency in the language of movement in dance genres from around the world, and understanding of dance science. Students will explain the social, cultural, and historical contexts of dance; apply the creative process through the art of dance in a variety of ways; and exhibit an understanding of the purpose and possibilities of continuing engagement in the arts as a lifelong learner.

Prerequisite: Dance, Grade 11, University/College Preparation.

Music, Grade 9, Open (AMU1O)

This course emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop an understanding of the conventions and elements of music and of safe practices related to music, and will develop a variety of skills transferable to other areas of their life.

Prerequisite: None

Music, Grade 10, Open (AMU2O)

This course emphasizes the creation and performance of music at a level consistent with previous experience. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. Students will develop their understanding of musical conventions, practices, and terminology and apply the elements of music in a range of activities. They will also explore the function of music in society with reference to the self, communities, and cultures.

Prerequisite: None

Music, Grade 11, University/College (AMU3M)

 This course provides students with opportunities to develop their musical literacy through the creation, appreciation, analysis, and performance of music, including traditional, commercial, and art music. Students will apply the creative process when performing appropriate technical exercises and repertoire and will employ the critical analysis processes when reflecting on, responding to, and analysing live and recorded performances. Students will consider the function of music in society and the impact of music on individuals and communities. They will explore how to apply skills developed in music to their life and careers.

Prerequisite: Music, Grade 9 or 10, Open

Music, Grade 12, University/College (AMU4M)

 This course enables students to enhance their musical literacy through the creation, appreciation, analysis, and performance of music. Students will perform traditional, commercial, and art music, and will respond with insight to live and recorded performances. Students will enhance their understanding of the function of music in society and the impact of music on themselves and various communities and cultures. Students will analyse how to apply skills developed in music to their life and careers.

Prerequisite: Music, Grade 11, University/College Preparation

Classical Studies and International Languages

Tamil Level 1 Academic LITBD1

This course provides opportunities for students to begin to develop and apply skills in listening, speaking, reading, and writing in the language of study. Students will communicate and interact in structured activities, with a focus on matters of personal interest and familiar topics, and will read and write simple texts in the language. Throughout the course, students will acquire an understanding and appreciation of diverse communities in regions of the world where the language is spoken. They will also develop skills necessary for lifelong language learning.

Prerequisite: None

Tamil Level 2    University Prep  LITCU1

This course provides opportunities for students to increase their competence and confidence in listening, speaking, reading, and writing in the language of study. Students will communicate about academic and personally relevant topics in increasingly spontaneous spoken interactions, and will develop their creative and critical thinking skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where the language is spoken. They will also investigate personal and professional contexts in which knowledge of the language is required, and develop skills necessary for lifelong language learning.

Prerequisite: International Languages, Level 1, Academic

Tamil Level 3  University Prep LITDU1

This course provides extended opportunities for students to communicate and interact in the language of study in a variety of social and academic contexts. Students will refine and enhance their listening, speaking, reading, and writing skills, as well as their creative and critical thinking skills, as they explore and respond to a variety of oral and written texts, including complex authentic and adapted texts. They will also broaden their understanding and appreciation of diverse communities where the language is spoken, and develop skills necessary for lifelong language learning.

Prerequisite: International Languages, Level 2, University Preparation

Assessment And Evaluation Of Student Achievement

The Ontario Ministry of Education states that the primary purpose of assessment and evaluation is to improve student learning. In Griffin College Canada, assessment, evaluation, and reporting system, which is based on the Ontario curriculum policies, aims to set high standards of achievement for all students and promote consistency in teaching and learning.

To support this aim, teachers will collect information through assessment to provide descriptive feedback that guides the student’s efforts towards improvement.

Teachers will use the Ministry achievement charts to evaluate evidence of the student’s performance demonstrated over time. Student achievement will be communicated formally to students and parents by means of the Provincial Report Card, which also provides a record of the learning skills demonstrated by the student.

Definitions and Policies of Assessment and Evaluation

In accordance with the Growing Success document issued by the Ontario Ministry of Education, 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. Evaluation is the process of judging the quality of student achievement of overall expectations.

Assessment is a method and process for teachers to gather information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) to accurately reflect how well a student is achieving the curriculum expectations in a subject or course. The Growing Success document distinguishes three types of assessment: assessment for learningassessment as learning, and assessment of learning.

Assessment for learning (diagnostic) records student’s prior knowledge, and helps assess future goals for individual improvement with respect to course curriculum expectations. It occurs through observation, before instruction and determines students’ readiness to learn new knowledge and skills; it also obtains information about students’ interests and learning preferences.
Assessment as learning (formative) illustrates student’s progress through
self-monitoring and self-critical assessment of learning. In assessment as learning, teachers help all students to develop their independent learning skills, ability to set individual goals, and measure and reflect on personal progress.
 Assessment of learning (summative) reports on student progress at the end of the task/unit/course in relation to curriculum learning outcomes; student’s application of key concepts, knowledge, skills, and attitudes are measured through culminating activities. This assessment occurs at or near the end of a period of learning, and may be used to inform further instruction.

While assessment is more of a qualitative approach, evaluation focuses more on formatted testing of students’ academic performance. It is a process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. The value assigned will be in the form of a percentage grade. In Griffin College Canada, students will be evaluated based on the Achievement Charts in the Provincial Curriculum Policy Documents for the courses in which they are enrolled. Evaluation is based on the level of achievement the student demonstrates in the skills and knowledge covered in a course.

Seventy percent (70%) of the evaluation is based on classroom work and may be determined through a variety of methods, such as ongoing class demonstrations, presentations, essays, performances and classroom tests and quizzes. Thirty percent (30%) of the evaluation is based on a final summative evaluation that may be determined through one or a variety of methods in the latter portion of the course, such as a portfolio, essay, examination and demonstration. This final evaluation reflects the range and level of student skills and knowledge towards the conclusion of the course and will give students an opportunity to synthesize the different aspects of their learning for each particular course.

Assessment and evaluation methods at Griffin College Canada are based on the Ontario Provincial curriculum expectations and the achievement levels outlined in the curriculum policy document for each discipline. Through the well-designed assessment and evaluation, teachers in Griffin College Canada can be able to gather information to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. They can also adapt their curriculum and instructional approaches to students’ needs and assess the overall effectiveness of programs and classroom practices. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers at Griffin College Canada are required to use assessment and evaluation strategies that conform to the following criteria based on the seven fundamental principals from the Growing Success document:

  • Are fair, transparent, and equitable for all students;
  • 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.

Achievement Levels

 Griffin College Canada Education sets achievement levels according to the curriculum expectations as described in the achievement charts in the secondary curriculum policy documents. The Levels of Achievement are organized into broad categories of knowledge and skills and teachers provide students with detailed descriptions of each level of achievement.

The broad categories of knowledge and skills are: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application/Making Connections. The names of the categories may vary slightly from one discipline to another, reflecting differences in the nature of the disciplines. The achievement levels provide a reference point for all assessment practice, and serve as a guide for gathering assessment information and a framework of assessing and evaluating each student’s achievement. As such, the achievement levels enable teachers to make consistent judgments about the quality of students’ work and to provide clear and specific information about their achievement to students and their parents.

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

Level 4:


Identifies achievement that surpasses the provincial standard.

The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.

Level 3*:


Represents achievement at the provincial standard.

The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses.

Level 2:


Represents achievement that is below, but approaching the provincial standard.

The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

Level 1:


Represents achievement that falls much below the provincial standard.

The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course.

Below 50% ** Insufficient achievement of the curriculum expectations. A credit will not be granted for the course.

*Note: Level 3 is defined as the provincial standard. A student achieving at this level is well prepared for work in the next grade or the next course.

**Note: A student whose achievement is below 50% at the end of the course will not obtain a credit for the course.

Evidence of Student Achievement for Evaluation

Evidence of student achievement is collected over time from three different sources:
student products

Using multiple sources of evidence increases the reliability and validity of the evaluation.

Evaluation includes:

  • Reporting on student achievement of overall expectations.
  • Clear communication of criteria to students prior to learning activities. Students should be made aware of the evaluation process prior to beginning an assignment.
  • “Student products” in the form of tests or exams and/or assignments for evaluation. Such assignments may include rich performance tasks, demonstrations, projects and/or essays.
  • Equity for all students. Assignments for evaluation and tests or exams are to be completed, whenever possible, under the supervision of a teacher.
  • Sufficient evidence of student achievement within the four categories of the achievement chart is needed to determine grades and to demonstrate to the teacher, parents/guardians and students the level of achievement of the curriculum expectations at the time of reporting. The amount of evidence varies, depending on the grade and the curriculum.

The evaluation of student learning is the responsibility of the teacher and must not include the judgement of the student or of the student’s peers.

Final Examination

In Griffin College Canada Education, all courses will have final. The formats for a final exam are subject to the teacher, the Principal and the Ministry of Education Curriculum guidelines and mandates. Griffin College Canada Education and the student will ensure that exams offered must be taken in a proper supervised location, thus ensuring the security and integrity of the exam is well maintained.

Proctoring: A proctored exam is one that is monitored or supervised by an impartial individual, usually called a proctor, while a student is taking an exam. The responsibility of the proctor is to ensure the security and integrity of the exam process. When the student is taking an exam online instead of physically in a supervised classroom, the parent/guardian of the student can be the family proctor. The teacher then contacts the proctor to ensure credibility via a checklist and provides instructions for the exam in consultation with both the student and the proctor. The Proctor then provides evidence of supervision via a form that accompanies the exam back to the teacher. Students are personally responsible for any Proctor fee that arises.

The Provincial Report Card

In Griffin College Canada, student achievement is communicated formally to students and their parents/guardians by means of the Provincial Report Card. The report card documents the student’s achievement in every course, at particular points in the school year, in the form of a percentage grade. It also includes teachers’ comments on the student’s strengths and weaknesses, specifying the areas in which improvement is needed and the ways in which it might be achieved. The report card contains separate sections for recording attendance and for evaluating the student’s learning skills in every course.

At the end of each course, a final grade is recorded, and credit is granted for every course in which the student’s grade is 50 per cent or higher (reflecting achievement at level 1 or above). The final grade for each course will be based on a) assessments and evaluations conducted throughout the course, and b) a final evaluation. The relative weights assigned to these two components are specified in the Ministry’s curriculum policy document: assessments and evaluations conducted throughout the course accounts for 70%; and final evaluation constitutes 30%.

Policies and Procedures for Reporting and Communicating Student Achievement

The teacher will maintain regular contact with the parent(s)/guardian(s) regarding the learning progress of students, as deemed appropriate to their age. Students will also receive continuous feedback on the course progress. Attendance will be monitored to ensure that course requirements are met. The parent(s)/guardian(s) will receive a final report card as deemed appropriate.

The final grade for a course must be submitted by the subject teacher first to the Principal’s Office. The Principal will collect the final grade report(s) of all the courses currently offered in the term that contain students’ grades for every graded component of the course, and the percentage weighting of each component. Then the Principal will keep the hardcopies away in the central filing storage and saving the electronic copies in the computer database of student academic records. The final grades of all the courses each student has completed will be recorded in the Provincial Report Card provided to the student at the end of each course.

Communication is vital for teaching and ensuring success and is a main category that is identified clearly in the Ministry of Education’s document Growing Success, 2010.The teachers and Griffin College Canada Education will determine the form of communicating with students and parent(s)/guardian(s).Various forms of communication may be employed by Griffin College Canada Education as acceptable for educational purposes only. The student will have access to the Griffin College Canada Education online course system, chat rooms and others such as uploaded audio or visual files. The teacher may also employ programs like Skype, QQ, WeChat, etc.

Prior Learning Assessment and Recognition (PLAR)

 Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside Ontario secondary school classrooms. Students may have their skills and knowledge evaluated against the overall expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. The PLAR process involves two components: challenge and equivalency. The challenge process is the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. The equivalency process involves the assessment of credentials from other jurisdictions. For students who are transferring from home schooling, a non-inspected private school, or a school outside Ontario, principals will grant equivalency credits for placement purposes based on their evaluation of the student’s previous learning. The Principal will determine the number of credits, including compulsory credits that a student needs in order to meet diploma credit requirements. The total number of equivalent credits and the corresponding number of compulsory credits will be recorded in a student’s OST.

Griffin College Canada Education Procedure: Does not offer PLAR challenge. Griffin College Canada Education is prepared to accept students from out-of-province and grant equivalent credits if/when the student is enrolled as a full-time student where Griffin College Canada Education establishes and maintains the OSR.

The Property of Griffin College Canada Education

All members of Griffin College Canada must show proper care and regard for the property of Griffin College Canada and the property of others. In case any damage to the property is caused either intentionally or unintentionally, Griffin College Canada reserves the right to demand compensation for the losses which shall be more than the cost of a replacement of the damaged property.

Reinforcement of the Code of Conduct

In Griffin College Canada, any student who is charged with violations of the code of conduct shall be subject to disciplinary action decided by the Principal. The Principal has the authority to issue warnings, impose penalties and recommend dismissal.

Visitors, Invitees, or Trespassers whose behavior violates the maintenance of order in Griffin College Canada will be asked to leave the premises. Failure to leave promptly upon request will result in the Principal using all reasonable means, including but not limited to calling for assistance of the police, to effect removal.
The person(s) involved may be held accountable for the acts of misconduct of the guests while on the premises.

Ongoing Enrolment

Application : Dance, Music and Tamil Course Registration Form

Canada Student Registration : Click Here
Student Login : Click Here

Download :School Course Calendar   | Time Table