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The Enigma Program

The Enigma Program is designed to provide our most academically able students with opportunities to explore their interests, collaborate on high-level open-ended projects, and interact with like-minded peers in different year levels.

Typically, a smaller number of students (10 to 15) will be involved in any year group. In a small number of cases, students may be invited to join the Enigma program due to evidence of a very high level of academic potential, even if they are not yet showing a commensurate level of academic achievement. This program will be tailored to the needs of such students.

The program aims to:

  • provide students with additional intellectual opportunities in areas of their own interest
  • enable students to develop friendships with a diverse group of similar-ability peers, regardless of their age
  • teach students the importance of a growth mindset and a number of related characteristics and lessons  from research relevant to students of high academic potential
  • foster a love of learning
  • develop students’ ability to be flexible, take intellectual risks and show curiosity.

Students can be involved in the Enigma Program in four ways:

  • team member, typically in Years 7 and 8
  • team leader, typically in Year 9
  • team mentor, typically in Years 10 to 12
  • undertaking a university-level course, typically in Year 10 (this can be done in conjunction with one of the above).

Students involved as members or leaders will meet weekly throughout the year, and will work towards a final project presentation early Term 4. Teams will present to parents at the end of the year.

Students involved as mentors will attend, mainly in a support capacity. Their roles will not involve the same level of time commitment outside the sessions, although they are still attached to a team and can help in any way they see fit.

An example of a project completed in 2015 was the development of a new written language named Sallusansa. The project focused on the research of language structure and grammar, creating rules within a specific context. Their impressive final project included the children’s book Where is the Cow?