ABOUT US

Why City Cite?
Position, Position, and Position

“The Power of Experiential Learning in the Right Place”

What are the needs of Middle Years Students?
Around Australia there has been agreement on the needs of adolescents that has come out of work on the Middle Years, for example ‘Middle Years Research and Development Project' (MYRAD) in Victoria and similar work in other states. These needs, outlined below, are from the NSW Board of Studies are but are similar to those that have been published by a number of other states:

• Identity – 'Knowing who I am' - Developing a sense of self; clarifying values; and taking a more pro-active role as a community citizen. The parallel development of acceptance of others.
• Relationships – 'Feeling like I belong' - Developing positive, meaningful and dynamic relationships with adults and peers.
• Empowerment – ‘Being sure of my ground' - Developing knowledge, skills and attitudes that result in an increased capacity to act independently, cooperatively and responsibly. Being involved in negotiating a meaningful curriculum.
• Success – ‘Appreciating my strengths' - Developing an understanding of, and being involved in, the evaluation of one's own performance.
• Rigour – ‘Feeling appropriately extended' - Accepting realistic challenges in settings that encompass not only high standards but also appropriate forms of support. This is coupled with high expectations.
• Safety – ‘Knowing that I'll be all right' - Learning in safe, caring and stimulating environments. This includes an awareness of boundaries which can be tested, and a predictable routine.

Philosophy
The philosophy behind City Cite comes out of the recent push toward reform in Middle Years Schooling. Inquiry based, experiential learning is becoming popular in a variety of contexts. City Cite operates on the belief that a hands-on, integrated and challenging city immersion experience is a powerful way to meet many of the needs of our Middle Years School students.

Students are taken out of the typical school environment and given experience in the real world. Students are given authentic experiences by being immersed in the environment they are studying. They are given a great deal of power over their own learning and are given a taste of adult life in the city. The powerful nature of experiential learning is well documented and as such, the city provides a rich opportunity to do this in many ways.