Planning for Composite Classes
Composite classes are comprised of students from two or more different consecutive grades. Students in composite classes may be from two different grades within a stage or from multiple stages. These classes are formed for one of two reasons: economic or administrative necessity; as a way of coping with declining student numbers or small student numbers in sparsely populated areas, or out of a philosophical belief in the benefits that may occur from providing children with developmentally appropriate education (Wilson 2003).
There are varied arguments for and against composite classes amongst teachers, parents and caregivers and within educational literature, however pedagogical practices appear to be the key factor in student achievement in these classes. Essential to creating a quality learning environment in which children will be motivated, engaged and focused is support for the students and their learning. Ginsberg (2005) suggests that using a repertoire of teaching strategies and resources to support different learning styles and individual interests encourages the promotion and development of student intrinsic motivation. It is also particularly important for teachers to consider student readiness and ability in composite classes as although students may be in a particular stage according to their age, their levels of learning may not necessarily reflect this.
One way to accommodate for the diverse needs of learners found in every classroom setting is through differentiation. In differentiated classroom practices there is flexibility in how content is presented to students, there are varied approaches and paces for students to engage in learning activities and students are given opportunities to express what they know in a number of ways (King-Sears 2008).
For additional information about composite classes and teaching resources:
- Choosing Multiage website, http://www.choosingmultiage.com/res_marion.php
- New South Wales Department of Education and Communities 2011, Multi-age or composite classes: 2005 to 2011, accessed 16/10/2012, https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/key-statistics
-and-reports/composite-and-multiage-classes.pdf.
- Nayler, J 2011, Enacting Australian Curriculum: Planning issues and strategies for P–10 multiple year level classrooms, accessed 16/10/2012, http://www.qsa.qld.edu.au/downloads/early_middle/ac_p10_multi_planning_issues.pdf.
- Teaching Composite Classes website, http://www.users.on.net/~wayne_r/New20Pages/teaching_composite_classes.htm.
References:
- Ginsberg, MB 2005, ‘Cultural Diversity, Motivation, and Differentiation’, Theory into Practice, vol.44, no.3, pp218-225.
- King-Sears, ME 2008, ‘Facts and fallacies: differentiation and the general education curriculum for students with special educational needs’, Support for Learning, vol.23, no.2, pp55-62.
- Wilson, V 2003, ‘An overview of the literature on composite classes’, The SCRE Centre, University of Glasgow, accessed 15/10/2012, https://dspace.gla.ac.uk/bitstream/1905/17 1/1/113.pdf.
There are varied arguments for and against composite classes amongst teachers, parents and caregivers and within educational literature, however pedagogical practices appear to be the key factor in student achievement in these classes. Essential to creating a quality learning environment in which children will be motivated, engaged and focused is support for the students and their learning. Ginsberg (2005) suggests that using a repertoire of teaching strategies and resources to support different learning styles and individual interests encourages the promotion and development of student intrinsic motivation. It is also particularly important for teachers to consider student readiness and ability in composite classes as although students may be in a particular stage according to their age, their levels of learning may not necessarily reflect this.
One way to accommodate for the diverse needs of learners found in every classroom setting is through differentiation. In differentiated classroom practices there is flexibility in how content is presented to students, there are varied approaches and paces for students to engage in learning activities and students are given opportunities to express what they know in a number of ways (King-Sears 2008).
For additional information about composite classes and teaching resources:
- Choosing Multiage website, http://www.choosingmultiage.com/res_marion.php
- New South Wales Department of Education and Communities 2011, Multi-age or composite classes: 2005 to 2011, accessed 16/10/2012, https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/key-statistics
-and-reports/composite-and-multiage-classes.pdf.
- Nayler, J 2011, Enacting Australian Curriculum: Planning issues and strategies for P–10 multiple year level classrooms, accessed 16/10/2012, http://www.qsa.qld.edu.au/downloads/early_middle/ac_p10_multi_planning_issues.pdf.
- Teaching Composite Classes website, http://www.users.on.net/~wayne_r/New20Pages/teaching_composite_classes.htm.
References:
- Ginsberg, MB 2005, ‘Cultural Diversity, Motivation, and Differentiation’, Theory into Practice, vol.44, no.3, pp218-225.
- King-Sears, ME 2008, ‘Facts and fallacies: differentiation and the general education curriculum for students with special educational needs’, Support for Learning, vol.23, no.2, pp55-62.
- Wilson, V 2003, ‘An overview of the literature on composite classes’, The SCRE Centre, University of Glasgow, accessed 15/10/2012, https://dspace.gla.ac.uk/bitstream/1905/17 1/1/113.pdf.