Kia ora koutou
Just a reminder that school is closed tomorrow for our Teacher Only Day.
Composite Classes: It's all about 'Stages not Ages'
A composite class is one that contains students from more than one year level. This information explains how and why we opt for composite classes.
When class year levels are put together we have to balance the amount of classrooms and staffing that the government funds the school, then we need to look at the numbers of students in each year level and then we have to manage class sizes across the school.
For 2024 we are funded for eight classrooms but we have way more Year 2s than Year 3s and we have to make room for the 21 new entrants who will be coming into the school next year, and we have more Year 4s than 5s. Therefore, having what we call composite classes (mixed ages), allows us to solve this problem equitably without disadvantaging any learners.
Composite, or multi-age, classes are very common in primary schools throughout New Zealand and occur in schools for a number of reasons. Composite classes provide schools with more flexibility and options to ensure even class sizes and a balance of student social and academic needs within and across 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.
All classes, whether a single year level or composite class group, have children with diverse learning needs and abilities. When planning for student learning, teachers take into consideration the strengths, prior knowledge and needs of every student. They use this as a starting point to design the learning and work from where each child is currently at. In any class, there will be teaching and learning that occurs as a whole class, in small groups and at an individual level.
Research tells us that high quality teaching and learning is the key to a successful learning environment in any classroom, not the structure or makeup of the class. There is no evidence that student learning may be hindered in a composite class.
Does the placement of a child in a composite class mean that they are more or less able?
At every year level, children have diverse needs, skills and abilities. When placing children into class groups we aim to represent the full range of student abilities from a given year level, whether in a single year level class or a composite class. Children are not “chosen” to be in a composite class based on their learning achievement.
What are the benefits of a composite class?
Composite classes can provide significant benefits:
Children in a composite class have the opportunity to mix socially and academically with a wide range of students.
Children are able to work at their own rate within a community of learners and are able to learn from, and with, each other.
Younger students have the opportunity to learn alongside older peers, and older students can show leadership and demonstrate high level understandings and complex thinking skills to model and explain their learning at designated times.
It allows greater flexibility for meeting the children’s social / learning needs.
It enables matching teacher styles and strengths to make sure we are able to provide the best learning environments and outcomes for all of our students.
Teachers can create an environment which enables all students to be respected for their individuality. Through developing each student's skills and understanding in perspective taking, empathy and diversity.
We often find that older students/tuakana thrive with leadership opportunities and actually build self-esteem as they become role models to younger/teina classmates.
Younger students aspire to do work like the older students in the class and get to mix with a wider range of students. Much like we do as adults - we do not only work with, nor socialise with peers of our own age.
Role models and leaders can come from both the younger and older children; the children who excel at these traits do so irrespective of their age. We all know that younger siblings/peers can also show older siblings or peers a thing or two!
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.
It allows flexibility when it comes to class sizes. As a dairy farming community we experience ‘Moving Day’ around 1 June each year. This brings new learners to our school that need to be placed into classrooms.
How do teachers cater for a range of abilities and year levels?
Teachers are trained in differentiating the curriculum to meet the varying abilities of their students. We have a very clear understanding of the curriculum requirements and expectations for each year level. Effective assessments of student learning ensure we know students’ needs, strengths and future learning points. Here are some strategies that we use:
Planning open-ended tasks that cater for a range of different abilities and allow learning to be demonstrated in different ways.
Planning tasks that allow for different entry points and provide opportunities for extension and problem solving.
Providing targeted small group and individual instruction based on learning needs and specific teaching points.
Setting individual goals, challenges and projects which encourage children to demonstrate independence and responsibility in their learning.
At times students will separate into year level groups for instruction; this may include linking with another composite class or working in smaller groups within the classroom.
Composite classes are not new. They are a common form of class organisation in schools in all nations’ education systems. At Outram School, while straight classes may operate from time to time, the decision is often based more on a "numbers game” caused by uneven patterns of enrolments. By juggling the numbers of students, schools attempt to come up with the best solution to provide an equitable and practical school structure in any one school year. This ensures that no one age group in a school has too many or too few children in each class.
There is no empirical evidence for any assumption that student learning is hindered in composite classes. Ultimately, whether children are in composite or straight-age classes, it is not the age combinations that matter. What matters is the quality of teaching and learning and the relationship between the child and the teacher.
Assembly
Next Friday is assembly day. We look forward to a camp highlights package from Rooms 6 and 7. 2.20pm start.
Ngā mihi
Kim