Composite Classrooms
Traditionally classrooms have been organised by year level, however, we now have a number of composite classrooms across the school. A composite class is made up of children across two year levels, e.g. Year 2-3.
We understand that with this change in practice many parents may have questions about this approach. As parents you may be concerned that older children will be ‘held back’ in composite classrooms and that they will not have the challenge they require to further develop their knowledge and understanding, or that younger children will not understand the learning. You may question how the teacher will cater for the wide range in abilities and ages.
The key to understanding this approach is to appreciate “growth and learning is determined by stages, not ages”.
The New Zealand Curriculum is set up in developmental stages/levels which span roughly three year levels. The diagram below shows the levels of the New Zealand Curriculum and how they correlate with a number of year levels. As you will note it is not as simple as Year 1 teaches level 1, Year 2 teaches level 2 etc. This type of curriculum allows teachers the flexibility to extend and support children dependent on their developmental stage/level rather than having a rigid curriculum based on age.
We understand that with this change in practice many parents may have questions about this approach. As parents you may be concerned that older children will be ‘held back’ in composite classrooms and that they will not have the challenge they require to further develop their knowledge and understanding, or that younger children will not understand the learning. You may question how the teacher will cater for the wide range in abilities and ages.
The key to understanding this approach is to appreciate “growth and learning is determined by stages, not ages”.
The New Zealand Curriculum is set up in developmental stages/levels which span roughly three year levels. The diagram below shows the levels of the New Zealand Curriculum and how they correlate with a number of year levels. As you will note it is not as simple as Year 1 teaches level 1, Year 2 teaches level 2 etc. This type of curriculum allows teachers the flexibility to extend and support children dependent on their developmental stage/level rather than having a rigid curriculum based on age.
Teachers at Birkenhead Primary School are highly competent and skilled at responding to the needs of each child. Although a child might be chronologically older or younger—their maturity, social needs, academic and behavioural needs are all individual. Regardless of the type of classroom a child is in, teachers will group and teach children according to their specific learning needs. There is no difference in the range of abilities present in a traditional ‘straight’ year group classroom compared to that of a composite. The practice seen in a traditional classroom will be the same in a composite classroom - the child will remain at the centre of the learning and teaching will extend and support them as required.
Studies have found that children in composite classes do ‘no better or worse’ academically than their peers in traditional ‘straight’ year group classrooms.
However, research has shown that children in composite classrooms are often socially more developed than those in traditional classrooms. They tend to become more confident and are able to work alongside and cooperate with a wider range of children. They also develop relationships outside of their ‘standard age-groups’ and can relate and communicate with a wider range of peers. This approach also allows for peer modelling, where those more socially able students ‘set the tone’ within the classroom. Irrespective of age, all children can be role models.
This approach also allows the school to manage class placements, particularly when there are high behavioural needs. By creating composite classes, behavioural needs can be spread evenly among a larger number of classrooms, which impacts positively on teaching and learning.
Reporting to parents will continue across the whole school in a consistent manner. In term 2 parent - teacher meetings will take place, there will be an ‘open house’ sharing of learning event in term 3 and formal reports in term 4. You will also be able to access student achievement data on the @school parent portal throughout the year. We continue to have an open door policy and invite parents to speak with class teachers when/if a need arises. Teachers will also make contact with parents throughout the year if there is a concern linked to learning or behaviour.
As a school we would like to emphasise that regardless of the type of classroom your child may be in, the class teacher will ensure that the learning is personalised and matches the stage/level your child is working at across all subjects of the New Zealand Curriculum. We know relationships are incredibly important for effective teaching and learning to happen and teachers will continue to work hard to establish relationships with each child and their whanau to ensure learners reach their full potential.
Studies have found that children in composite classes do ‘no better or worse’ academically than their peers in traditional ‘straight’ year group classrooms.
However, research has shown that children in composite classrooms are often socially more developed than those in traditional classrooms. They tend to become more confident and are able to work alongside and cooperate with a wider range of children. They also develop relationships outside of their ‘standard age-groups’ and can relate and communicate with a wider range of peers. This approach also allows for peer modelling, where those more socially able students ‘set the tone’ within the classroom. Irrespective of age, all children can be role models.
This approach also allows the school to manage class placements, particularly when there are high behavioural needs. By creating composite classes, behavioural needs can be spread evenly among a larger number of classrooms, which impacts positively on teaching and learning.
Reporting to parents will continue across the whole school in a consistent manner. In term 2 parent - teacher meetings will take place, there will be an ‘open house’ sharing of learning event in term 3 and formal reports in term 4. You will also be able to access student achievement data on the @school parent portal throughout the year. We continue to have an open door policy and invite parents to speak with class teachers when/if a need arises. Teachers will also make contact with parents throughout the year if there is a concern linked to learning or behaviour.
As a school we would like to emphasise that regardless of the type of classroom your child may be in, the class teacher will ensure that the learning is personalised and matches the stage/level your child is working at across all subjects of the New Zealand Curriculum. We know relationships are incredibly important for effective teaching and learning to happen and teachers will continue to work hard to establish relationships with each child and their whanau to ensure learners reach their full potential.
