Citipointe Academic Program
The Citipointe Academic Program consists of three parts (see .pdf above for full details):
Academic Testing & Analysis
The College collects and analyses a range of testing and assessment data in order to discover what can be known about the learning profile and needs of its students. Analysis of NAPLAN (National Assessment Program – Literacy and Numeracy) data is an important component of this, but not the only one. Results from ICAS (International Competitions and Assessments for Schools) and EduTest (an external testing company) greatly add to the data available. The goal of data collection and analysis is clear: to help students improve their learning (academic performance) and so achieve “personal best”.
Academic Learning Extension
The College provides an extensive range of opportunities for students to develop individual gifts and/or talents. Children are individuals, though a school cannot meaningfully provide tailored programs for every individual. However, many students benefit from differentiated classrooms, where the teachers are alert to difference, and seek out ways to improve student learning.
Some students benefit from group activities specifically designed to draw on their gifts and talents for enhanced learning. As students mature, the nature of extension programs adjusts to suit that maturation process. (That is why, for example, XP classes in secondary school are structured differently to ASPIRE classes in primary school). The College utilises its networking connections and resources beyond the confines of the school gate to develop programs that assist students develop global perspectives.
A number of these programs are quite unique to Citipointe.
Academic Learning Assistance
Through curriculum modification, Citipointe helps those whose learning profile merits this approach. Referral to external professionals is often desirable, as well as needed to meet government funding requirements for learning assistance programs. Citipointe’s diverse student body means also providing assistance to those whose mother-tongue is not English. Without intervention, these students may be at risk of not realising their potential. Such programs are well entrenched allowing English as a Second Language students an enhanced opportunity to demonstrate their learning.