City Cite - City immersion experience for secondary students

Philosophy and Rationale

Inquiry based, experiential learning is 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 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.

The way we live, learn and work has changed enormously in recent decades. We now live in a world driven by technological and automated systems. Much of the current education system, created around the time of the industrial revolution was designed to teach students how to be compliant, to follow instructions and to demonstrate what they know by regurgitating information in timed conditions. This system has driven the success of mass education. Yet in this modern world, where there is more uncertainty and volatility, the education system needs to prepare students to identify and collaborate to solve problems together, rather than following instructions alone.


The purpose of City Cite is to provide a dynamic experience for young people, where they can learn to work with others and to develop critical personal strengths such as persistence and resilience, to learn from feedback and to build vital attributes such as curiosity, courage and agency.

Our programs have continued to evolve and respond to educational research. The most recent design of our programs has paid particular attention to Experiential Learning, Project-Based learning and Service Learning.


Through our programs, we hope that the young people who participate will leave us with the knowledge, skills and willingness to make a positive contribution to their community.

Insight: Education for Middle Years

City Cite – Meeting 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.

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.

Success

‘Appreciating my strengths' - Developing an understanding of, and being involved in, the evaluation of one's own performance.

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.

Relationships

'Feeling like I belong' - Developing positive, meaningful and dynamic relationships with adults and peers.

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.

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