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CPE Compliance


As required by the Private Education Regulations

  1. a) The Registration Number of the Private Education Institution

The Guild International College

Registration Number: 202112268R

Period of Registration: 5 Aug 2021 to 4 Aug 2023

  1. b) & c) The name and addresses of all registered premises of the Private Education Institution

The Guild International College

318 Phoenix Park, Tanglin Rd, Singapore 247979

  1. c) The Registered Premises:

318 Phoenix Park, Tanglin Rd, Singapore 247979

  1. d) Learning Areas, Floor Areas and Capacity of Each Classroom

Learning Areas


Seating Capacity

The House


12 students

Classroom 1


18 students

Classroom 2


18 students

Classroom 3


12 students

Classroom 4


12 students



12 students

Art and Design


12 students



25 students

Culinary Studio


12 students

Classroom 5


18 students

Classroom 6


18 students

Classroom 7


18 students

Zen Room


18 students

Classroom 8


18 students

Classroom 9


18 students

Photography Studio


12 students

Music Studio 1


6 students

Music Studio 2


6 students

DJ Studio


8 students


The school’s building is a two-storey standalone building that is enclosed within a campus-style office property. It has a total floor area of 2,198.27m2 with ten classrooms, one life skills room, one computer lab, one carpentry studio, one art studio, one gym, one photography studio, two music studios, one recording studio, one therapy room/counselling, one DJ Studio, one reception area and toilets for the physically challenged and common toilets for the general public, café and dining area.

  1. e) Specialist Facilities and Equipment

The School provides specialist facilities including:

  • Indoor Gym
  • The House/ Kitchen
  • Art Studios
  • Photography Studios
  • Music Studios
  • Recording Studio
  • Therapy Room
  • DJ Studio
  • The House (on site ‘real life’ home environment)
  • The Garden
  • Staffroom
  • Meeting Rooms
  • Café that provides vocational training to our students
  1. f) The name of every Manager of the Private Education Institution

Board of Directors: Ms Jayanti Nadarajoo, Mr Ganesh Kanapathy

  1. g) The name of every member of the Academic Board and The Examination Board of the PEI

Academic and Examination Board:

  1. Jayanti Nadarajoo
  2. Ganesh Kanapathy Junior
  3. Dr Long Lye Chan
  4. Ronald Stones OBE
  1. h) The organisational structure of the PEI, and the names of the persons having charge of or responsibility for every school, or department or faculty thereof, and every other section of the PEI.
  1. i) The names of the courses which The Guild International College provides. The PEI has the permission of the Council to offer or provide under section 43(1) of the Act, and the modules or subjects thereof:

Overall Course Summary

The GUILD offers good readiness programmes for further education and independent living. The vocational training, basic education , and diverse opportunities all prepares the student for a smooth transition to adult life. Excellent facilities, small class sizes, personalised educational plans, teachers with industry expertise, and practical training all provide a world class experience  to help students harnesses their inner greatness into something incredible. Our diverse community will help students  collaborate, communicate  and take responsibility of their educational journey. Students will be engaged and challenged to explore new technologies and ways to  be ready for a modern culture of work.  

Each school year provides mandatory areas of learning in literacy, numeracy, social skills, life skills, fitness and well-being. We adapt the programmes to meet the individual needs of our students and provide opportunities  that are developmentally appropriate. Students are encouraged to choose an elective each school term as we want them to be curious and try different opportunities before deciding on an area of interest. The short courses will provide an introduction to the role, responsibilities and job expectations as well as a certificate upon successful completion of the programme at the end of each term.  

Course Title: Transition One Programme (Year One: 16 to 18 year olds, Year Two: 19-20 year olds, Year Three: 21 – 25 year olds) 

This is for non-academic students who are transitioning  to independent living. The two year programme will provide the students with life skills needed to live independently. The aim of the transition years is to prepare the students for life outside the school environment with confidence and independence. Plus  provide students who are ready with opportunities to explore pre vocational skills to work in a structured workplace.

Admission Criteria: Students are independent, able to follow instructions and  communicate well. Extra support is provided to meet the higher level of needs and class size of 18 students with 1 class tutor, 1 SEN teacher and 1 teaching assistant.

For students with diverse needs

This is for non-academic students who are transitioning from an SEND (Special Educational Needs and Disability )school to independent living.

The programme will provide opportunities to learn new skills to prepare each student for life outside the school environment with confidence and independence. For ready students, the programme will also provide the opportunity to explore pre-vocational skills to work in a structured workplace.

The students will graduate with a certificate from THE Guild International College.

Independent Living Skills

The main aim of the Transition Programme is to prepare students for life outside of the school environment with confidence and independence. Students will have the opportunity to be involved in  pre-vocational work experience programmes in areas such as domestic skills, living skills, office work, and supported workplaces.

The House

The House provides an on-site ‘real life’ environment where students can learn, and practise skills needed to live independently.  They are taught important skills like self-care – grooming, healthy eating, meal preparation and domestic skills such as cleaning, making beds, washing dishes, laundry etc to keep the apartment liveable.

The Garden

Our mini herb and vegetable garden provides students with access to growing maintaining and harvesting vegetables that can be used in their cooking. These vegetables and herbs support the healthy living programmes in the house, school café and  as well are sold to the community as part of their work skills.

Leisure and Recreation

Students will be exposed to a variety of sports, recreational activities and given the opportunity to make choices to participate, learn new skills etc. Students are involved in outdoor activities that encourages co-ordination, teamwork, independence as well as participation in competitive sports activities to gain confidence in themselves.

Community Awareness 

Students are taught necessary skills to be part of the larger community and to be safe. This includes travel training (road safety, pedestrian skills and public transport) as well as skills to interact with others in the community. They will learn how to buy groceries, place  orders for food, make payments, requests and  be integrate as a member of the community.  They are encouraged to join in specific community events and participate in various activities conducted locally to expand their social circles,

CAPA ( Creative Arts and Performing Arts)

Our students work with a specialist and are involved in an enriching arts based programme that introduces them to music, dance, drama and more. This programmes helps them gain more awareness about their bodies learn new movements, balance, improvement co-ordination, concentration, memory while having fun. Our aim is to bring students together to practise and performance by respecting each other, sharing skills, communicating with confidence, helping each other as well as discover their love for the arts.

Course Title: The GUILD Pathways Programme

This programme focuses on Functional Education and Living Programme is to prepare students aged 12 to 15 years for our Transition programme at the college.

Admission Criteria: Students should be ready to take the next step towards a transition to independent living, in our nurturing and supportive environment. Students must be able to follow instructions with prompts and communicate relatively well. Each student is to come in for a pre-admission interview to assess any additional educational needs or support needed to ensure appropriate placement.  

The GUILD Pathways Programme includes the following educational modules and their objectives: 

1) Independent Living Skills

Direct teaching strategies are used in implementing the programme goals for life skills, to include verbal and visual cues and prompts, adult modelling, peer modelling and small group instruction and discussion during scheduled life skills classes and embedded learning activities. The college recognizes that living skills taught and practiced are generalized on campus and in the community using verbal and visual cues and prompts, adult modelling and peer modelling. This is an integral component of the GUILD Pathways Programme.

2) Fitness 

Students are exposed to a variety of sports activities where they are actively involved in making choices and participating in new skills. Students work on increasing their fitness levels and learning to stay healthy.

The GUILD Pathways Programme encompasses a few learning areas:

The House

The independent living house provides a ‘real life’ environment where students can learn and practice a variety of independent living skills. Grooming – students learn to shower, dress and manage personal hygiene. Meals – students learn how to prepare a basic meal from the beginning to the final cooked meal, developing a shopping list, budgeting, purchasing goods and following simple recipes to prepare the meals.

Community awareness

Students access a wide range of facilities within their local area and develop skills in travel. Students learn road safety, pedestrian skills and how to travel on public transport appropriately.

Community access

Students learn how to interact with others in their environment through placing orders, making requests, purchasing goods. Furthermore, students learn how to access facilities and what they are required to do in order to take part in specific community-based activities.

Social Skills

It focuses on practical skills to help students interact with others in our community. They are engaged and involved in social thinking activities to help them communicate and connect with others better.

Learning Style

Students benefit differently from different types of instruction. Some students are able to learn easily through reading, discussion and lecture while others may excel at learning through hands-on training, experimentation and trial and error. We focus on experiential learning , which can be beneficial for students that prefer active experiences to more passive activities.

Design, Creativity and Technology (Design and Technologies)

Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. Students reflect on their participation in a design process. This involves students developing new perspectives and engaging in different forms of evaluating and critiquing designed solutions based on personal preferences. Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas. With teacher support, they plan simple steps and follow directions to complete their own or group design ideas or projects and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when creating designed solutions.

Information and Communication Technologies (Digital Technology)

Students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. Students use the concept of abstraction when defining problems, to identify the most important information. They begin to develop their design thinking skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and recreation needs.

Through discussion with teachers, students learn to apply safe practices to protect themselves and others as they interact online for learning and communicating. Across the band, students will have had the opportunity to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.

The GUILD Pathways Programme also works on the development of necessary daily life skills. They will not be learned in isolation, but be developed throughout the curriculum. A partnership approach between parents, school and the community provides the necessary basis for encouraging the student to become as independent as possible, and to feel confident and safe in his / her environment.

  1. j) & k) The names of deployed teachers, courses they are teaching and qualifications are as follows :-



Qualification awarded by

Courses / Modules deployed

Full-time / Part – time

Nor’ashirin Binte Mohammed Salleh

Diploma in Civil Engineering

Singapore Polytechnic

Vice-Principal / Lead Teacher


Bachelor of Engineering

The University of Sheffield

Postgraduate Diploma in Education

Nanyang Technological University

Anjum Mehra Nath

Bachelor of Education in Special Education

SNDT, Mumbai University

Learning Disability, Mental Retardation and CP.

Vocational Coach for Post 16-year olds to access experience and learning at the work place.


Gaayathri Chandran

Graduate Certificate of Educational Studies

Monash University

Lead Teacher of TTL Year 1


BA in Sociology and Criminology

The University of Westminster

Master of Counselling

Monash University

Laura Marie Katriina Vuorio

Bechelor of Art in Fine Art

Loughborough University

Lead Teacher


Dinesh S/O Tennarasu

Diploma in Disability Studies

College of Allied Educators

Co-Lead Teacer


  1. l) Information on the courses referred to in subparagraph (j) including
  1. The manner in which every course will be taught

Transition – Independent and Guided Learning including Individual Learning Plans that include learning using Dance Music Art and Drama plans help personalise the education experience for each child, delivered full-time.

  1. ii) The requirements for enrolment and graduation in respect of every course

To enrol your child, you need to fill out a student application form, pay the registration fee and provide the school with information about your child, including:

  1. Evidence of your child’s date of birth, e.g. Birth certificate
  2. Immunisation status certificate
  3. Medical diagnosis
  4. Health and welfare information
  5. Current class placement prior to enrolment

All enrolments will also require the completion of the Guild International College privacy notice. Once your application has been received your child will be invited to spend a day with us. After this trial you will be notified in writing of the success of your application including a written report.

Requirements for graduation

Transition 1 Programme

Students at The Guild International College are assessed qualitatively. The student reports will contain a description provided by the school, on the personal qualities of the student. The assessment will capture the student’s strengths as an individual, as well as the areas where he/she has displayed growing maturity or development. Students who complete schooling with The Guild International College will receive a Certificate of Graduation.

iii) The manner in which every assessment or examination for every course will be conducted

The Guild International College – Assessment Summary Sheet

Assessment definition


Assessment at The Guild International College is an ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve the future of our students learning.

Purpose of our student assessments

Students at The Guild International College are assessed qualitatively. The student reports will contain a description provided by the school, on the personal qualities of the student.  The assessment will capture the student’s strengths as an individual, as well as the areas where he/she has displayed growing maturity or development.

Assessment for improved student learning requires a range of assessment practices to be used with three main purposes:

  • Assessment FOR learning – occurs when teachers use inferences about student progress to inform their teaching
  • Assessment AS learning – occurs when students reflect on and monitor their progress to inform their future learning goals
  • Assessment OF learning – occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

Every student at The Guild International College will receive an Individual Learning Plan (ILP) that is developed through a Student Support Group Meeting (SSG) that outlines what Educational Objectives will be prioritised for that student for each academic year (see ILP Process below).

Student Assessments Tools

Student assessments are made up of the following tools.

  • Educational Objective Checklists
  • Video footage – On permission granted
  • Photographs
  • Student Work Product
  • Electronic portfolios (photographic evidence of student work backed up in school file for each student)
  • Bi-annual student reports

Assessment and Reporting Cycle at The Guild International College:

Student Support Group (SSG)/Report cycle for each year is as follows-

Term 1

SSGs held in middle of Term 1- The priority at SSG is to establish and clarify the student’s goals. ILP is written and sent home.

Term 2

Mid-year student reports written and sent home at the end of term.

Term 3

SSGs held at start of Term 3- The priority at SSG is to review progress consult parents on the report and clarify the student’s goals. ILP is written and sent home.

Term 4

End of year student reports written and sent home at the end of term.

  1. i) The commencement date and end date of every course

2021 School Year

Semester One   – 10th August 2021 to 10th December 2021

Semester Two   – 5th January 2021 to 24th Jun 2021

  1. ii) The terms or requirements of any industrial attachment

Not applicable

  1. n) The average teacher-student ratio for every course referred to in sub paragraph (j)

Year Level 2021 Ratios

Transition 1– 2:18

  1. m) All fees that are payable by students for every course referred to in sub paragraph (j)

School Hours
Full Day 9:00 a.m. to 3:00 p.m.

School Fees



2nd SEMESTER 2022

Total Yearly Fee 2022


5th January 2021-18th June 2021

13th July 2021 -15th December 2021


Course Fee

GST 7%

Total Course Fee

Course Fee

GST 7%

Total Course Fee

Transition One Programme

Full Day








Other fees

Fees Before GST

GST (7%)



One Time Payment


Application fee





– Registration fee







– Facilities fees









Total other fees





Other Fees


English as an Additional Languages (EAL) Fee Supplement (Per Term)



Support Fees – Per Hour