Middle Park Primary School offers a multi-age learning environment from Years 1 – 6.

Prep:                     Level 1

Year 1/2:              Level 2

Year 3/4:              Level 3

Year 5/6:              Level 4

What is a Multi-age classroom and how does it differ from ‘composite’ classrooms?

A multi-age class is one in which the teacher is responsible for students in at least two consecutive year levels, with teachers teaching that class group over a period of several years.  In a single year level class, chronological age range can encompass almost two years.

Obviously, a multi-age class will extend this range considerably.  In a single year level, just the spelling range of a typical class group will vary by as much as four years.

A multi-age class is formed as a deliberate educational strategy and differs considerably in intent from a composite class, which is formed for administrative convenience (usually because there are insufficient student numbers to form single year level classes).

In a multi-age class, the teacher is responsible for students over a longer period of time.  Again, this is unlike a composite class which  may be disbanded when the administrative need prompting its formation no longer exists.

A multi-age classroom is clearly an organisational system which is based upon a student-centred developmental philosophy of learning.

It is the philosophy of children learning developmentally, as opposed to a curriculum approach based on the age and grade of the child. 

Grade levels are a practice which link back to early industrialisation where separating children and giving the common educational experiences provided a direct link to the factory assembly line.  Quality control in this assembly line was measured by grades, tests and often non-promotion of students.

Changes have occurred in society; rapid changes in the past 15 – 20 years.  Society’s expectations of schools and education have changed.  Schools are responsible for so many facets of the individual’s development it’s no longer appropriate to say “You’re five years old … you can do this”.  Instead, we are asking:

What can you do?

What do you know?

What do you want and need to know?

What are you interested in?

Education is equally about socialisation as it is academic learning.

A multi-age learning environment allows students to progress at their own rate rather than being held back by a curriculum aimed at one year level.  It allows students to learn in different ways and at different rates.  Providing programs that extend children’s capabilities and nurture their developmental needs (social, emotional, intellectual, physical) is a significant ongoing challenge.

How  does the teacher teach in a multi-age class?

Learning develops from knowledge a child has gained and is continuous over their time at school.  Each child progresses according to his or her own needs and abilities.  Teachers use a variety of teaching strategies working sometimes with the whole class, whilst at other times with groups or individuals.

One day the teacher may spend 10 minutes in a maths lesson with a small group of children and briefly work with the others as they pursue set tasks.  The next day other children will spend set time with the teacher.  Over a period of time, the teacher’s time will be distributed evenly amongst the children.

What about the older students?

Children in multi-age classes have more opportunities to practise and reinforce their learning when they see other students learning what they have already learnt.  They learn to take leadership roles and to appreciate and celebrate the achievements of others while working and progressing at their own levels.  In planning the curriculum, tasks are often ‘open ended’ which allow for the student to respond at their level of ability.  Children in multi-age classes become confident learners which makes their learning more effective.

How does the teacher know my child is learning?

All teachers are trained to teach a range of groups.  Teachers understand what and how children need to learn and expect children to progress at their own rate.  Teachers keep detailed records and collect examples of children’s work over a period of time to record their development and understanding of their learning.

The multi-age classroom enables teachers to provide opportunities for children to consistently experience success – the most important factor in building positive self-concept.

Advantages of multi-age classrooms

Multi-age classrooms offer advantages in many ways.  Teaching to difference (i.e. meeting the individual needs of students) is one big advantage.  As there is no fear of repeating a year, students can take an extra semester, sometimes two, to achieve their potential.  There is also greater flexibility with enrolment changes and transient students.  In addition, a teacher’s evaluation of a student’s performance is geared towards achievement levels, not a grade level.

Continuity is another important benefit.  Class stability can be maintained over a 400-600 day learning period, or longer.  There are no end of year stops, then several weeks (or longer)to re-establish classroom learning patterns and behaviours.  The focus is on learning stages, which are developmental, rather than year level stages.

Classroom management also benefits from the multi-age set up.  Discipline problems tend to be negated by the sharing, caring atmosphere of the classroom.  In the upper primary school, the less desirable effects of the peer group are effectively negated.  In the multi-age classroom, peer tutoring has more meaning and greater individualisation of learning occurs.  There is a greater sharing of planning and resources amongst teachers and better use of the physical resourced offered by double teaching spaces.

Relationships tend to be strengthened by the multi-age classroom structure.  There is no trauma on the first day back at school.  Students and parents know where they are going, and all are welcomed by a familiar face.  There is greater opportunity for parent involvement as contact with individual teachers extends over a longer period of time.  Children at all levels are more accepting of their classmates based on mutual admiration rather than on age hierarchies.  There is greater awareness by teachers and parents as to what education really entails and how better to go about it.

If you require any clarification or further information on multi-age classes, please contact Jenny Rendall, Principal, on 9690 1336.

 

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