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The Prairie Valley Project: Reactions to a Transition to a Schoolwide, Multiage Elementary Classroom Design

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The Prairie Valley Project: Reactions to a Transition to a Schoolwide, Multiage Elementary Classroom Design

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TO MIX OR NOT TO MIX: A CRITICAL REVIEW OF LITERATURE ON MIXED-AGE GROUPS IN PRIMARY SCHOOLS

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TO MIX OR NOT TO MIX: A CRITICAL REVIEW OF LITERATURE ON MIXED-AGE GROUPS IN PRIMARY SCHOOLS

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Les élèves de différents niveaux d'âge ont l'occasion de collaborer et d'apprendre les uns des autres. Les plus jeunes peuvent bénéficier de l'expérience des plus âgés, tandis que ces derniers renforcent leur compréhension en expliquant des concepts aux plus jeunes.

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Students autonomy when working in combined classes, they learn to problem solve and build resilience.
Teaching will no longer be at most time students staring at the teacher and following one lesson. They will be able to get involved with workshops as teacher works in small groups amongst the small classes

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Bloom's Taxonomy - Reaching different levels of learning 

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Bloom's Taxonomy - Reaching different levels of learning 

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Les élèves dans une classe à double niveau apprennent à interagir avec des enfants plus jeunes et plus âgés, ce qui favorise le développement de compétences sociales et émotionnelles, notamment l'empathie et la tolérance.

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New research shows composite classes can boost pupil attainment | University of Strathclyde

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GS/CP have muiltiple teachers and 1 TA to create groups, collaborate and create different projects through subjects and language

CE1/2 have mulitple teachers to create groups, collaborate and create different projects through subjects and language

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Combined classes benefit both student levels in different ways. Similar to the social dynamics seen in families, younger children pick up on more developed social skills and knowledge from the older students. Older students assert responsibility over the younger students. Diversifying students, in age, also encourages tolerance and acceptance among peers.

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A bigger team of teachers to plan, organise, share the workload and collaborate

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It allows teachers to make groups by language ability, maths ability, differentiate

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Combined classes can allow students to progress academically at their own pace, rather than being limited by grade-level expectations.

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Les enfants qui restent dans une classe à double niveau pendant plusieurs années peuvent bénéficier d'une transition plus douce entre les niveaux scolaires, car ils sont déjà familiarisés avec leur enseignant et leur environnement.

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Students are in smaller groups and have more time with their teacher. They will be able to work in groups with like minded peers - not just looking at their age.

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he majority of classes in Australian primary school are made up of children from the same grade. The philosophy behind this is students of similar ages are grouped together to align with similar stages of learning development.

But composite classes - also called "multi-age" or "split year" - are also common. For example, in New South Wales last year, one-quarter of classes in state schools had composite groupings. These combine different grades into one class, usually two consecutive grades, say a year 1 and a year 2.

Parents can be worried when they hear their child is in a composite class. What does the research say? And what do teachers think about them?

Why do we have composite classes?

Composite classes are more common in smaller schools. Traditionally, classes are combined if there are small numbers of students, or uneven enrolment numbers across different year levels.

Another reason for composite classes is changing teacher-student ratio needs as students move through school. For example, in NSW classes are smaller in the first year of schooling, with a maximum of 20 students to one teacher. This teacher-student ratio decreases from year 1. From year 3 on, there can be a maximum of 30 students to one teacher.

But some schools create composite classes deliberately for social and educational benefits. This is part of a "stage-based" over an "age-based" whole-school approach to children's progression through primary education.

It provides students with two years to achieve academic standards and learn at their own pace. The approach moves away from the idea composite classes are for the "leftover" or struggling students in the more senior year of a two-year combination (for example, a year 2 and year 3 combination).

What does the research say?

Research on composite classes reports mixed results. A 2019 review of studies on multi-age learning in small schools found "there is much disagreement in relation to academic outcomes":

With some studies suggesting no differences, others suggesting lowered outcomes, and still others suggesting increased outcomes for students in mixed-age settings.

But there is general agreement composite classes can have social and emotional benefits for students. Students develop cooperation and understanding across age groups, and older students can develop leadership skills.

A 2006 Australian study suggested parents are likely to react negatively when they hear their child is in a composite class. They worried about the stigma for older children being with younger ones. However, by the end of the year, parents ended up feeling comfortable with the class but only a small number (7%) decided their child was better off.

Research also shows the way students are grouped is not the most important factor. Rather it is the quality of the teaching, the overall school approach and mindset of the school community.

Studies also note, that if composite education is going to be successful, "a great deal of emphasis is placed on the teacher" and their experience with this type of teaching.

Isn't every class a composite class?

Despite the dominant approach of grouping children of similar ages into one class, there will always be a range of learners or ages in any one classroom.

A typical "class" in the first year of formal schooling can be made up of children starting school at four, five and six. This means there can be an 18-month age range, and a multi-age class forms naturally.

Since 2015, the national curriculum has provided literacy and numeracy "progressions". These progressions map literacy and numeracy skills on a learning continuum from kindergarten to year 10. This means teachers can pinpoint students' academic achievement levels regardless of their year group or stage of learning.

What do teachers say?

In January this year, I asked teachers on a closed Facebook group for their thoughts on "the success and challenges of composite classes". Within hours, I had 167 comments.

The responses were varied with over 50% positive about composite classes. Teachers open to composite groupings said they "teach children [according to their] skills processes and abilities ... and that topics can be adjusted". They also noted, composites allow for "more flexibility and opportunities for acceleration".

But teachers also said there were challenges and composite classes could end up being more work. This included more time spent lesson planning, designing assessment and reporting.

Overall [it's] seen as a great conceptual approach [but] it can double the work without the right type of support, especially if groupings are across stages.

One last thing

Your child might be in a composite class out of necessity because of enrolment numbers, or because their school thinks it is a better way to educate students. Either way, it is important to remember this is not necessarily a "bad" or a "good" thing.

While concerns are understandable, open communication with the school and finding out about how composite classes run can reduce worries about socialisation and how the learning is differentiated.

Whatever class students are in, there will be variation in ages, behaviours and competencies. Teachers help them to learn at whatever stage they are at, regardless of what year they are in.

Katherine Bates is a lecturer in Initial Teacher Education: English Specialisation at the University of Technology Sydney. This article was originally published in The Conversation

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Worried about your child being in a composite class? Remember their stage of learning is more important than age | Katherine Bates for the Conversation

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Instead of viewing them as 'good' or 'bad', parents should focus on the quality of teaching and overall mindset of the school community