Have you ever wondered why we have composite classes at Clearview Primary?

The composite class is one that contains students from more than one class level. This information explains how and why we opt for composite classes.

Composite classes are very common in primary schools throughout New Zealand.  There is significant research that clearly identifies a range of benefits for the students. Understandably parents may question how the teacher can cater for the range of abilities across two year levels. 

The key to understanding this model is to appreciate that growth and learning is determined by stages not ages. Although a child might be chronologically older or younger—their maturity, social needs, academic and behavioural needs are all individual. Teachers group students to match these specific needs to teach. 

Older students are not “held back” in composite classes as there is no one curriculum level per age group. The New Zealand curriculum is not designed as one level per year (as many overseas education system are) but is set up in developmental bands which can range from 1— 3 years per level (see Years and Curriculum Levels table below). 

There are several other additional benefits that composite classes support: 

• Peer modelling. More socially able students set the tone (through the values and key competencies) for the class. Role models and great class citizens can come from both younger and older students irrespective of age. 
• Mixed year levels provide a greater range or spread across classes. For example instead of allocating 85 children into three Year 4 classes we have up to seven Year 3 / 4 classes. This allows greater flexibility for meeting the children’s social / learning needs - as well as matching teacher styles and strengths. 
• In terms of school organisation and class numbers, this increased range of classes also provides greater balancing of class numbers. You may be aware that some years we have had significant differences in class numbers as students do not enter school in exact groups of 25, plus our roll can fluctuate with unexpected enrolments during the year. A hypothetical example of this is:   

80 Year 6 students divided into 3 classes = approximately 26 students per class 

In that same intake year we may have 100 Year 5 students divided into 3 classes = approximately 33 students per class. 

However 180 Year 5/6 students divided into 6 classes will average 30 students per class. 

• Reduced transition and change every year ensures greater focus on learning. Where appropriate, students may stay with the same teacher for two years, ensuring less “down time” as the current teacher already knows the student and their needs. The key to high quality teaching and learning remains with the quality of the relationship and engagement developed with the teacher. 

The reasons for using composite classes vary from school to school. While some schools actively pursue their use as part of their educational philosophy, often, it is simply a necessity to match the number of students with the number of teachers in the school staffing provision. In any case, composite classes are a perfectly sound and viable part of any school organisation.