Organisational Structure

Classes are organised to optimise successful learning outcomes for all students based on multiage teaching and learning principles. The grouping of students across ages assists teachers to focus on the needs and development of individual students rather than just those of the whole group. Multiage classes also provide opportunities for a wider range of relationships and social experiences that promotes the development of social skills and cooperative behaviours.
Classes typically comprise a two year age spread. This usually means that classes are formed in the following manner:
• Kindergarten or Kinder and Year 1 classes, (up to 21 students)
• Year One and Two classes, (up to 25 students)
• Year Three and Four classes, (up to 30 students)
• Senior classes of Years Five and Six. (up to 30 students)
Classes are accommodated within a Unit building that has students of similar age sharing space and facilities.

Multi-age Education
What is the multi-age philosophy?
The multi-age classroom creates a learning environment that includes children of several ages. It refers to the physical grouping of students as well as a philosophy about the best way to achieve outcomes for them. Programs are planned which are developmentally appropriate for each student regardless of age or year level.
The multi-age philosophy recognises that students learn better when they have role models that they can turn to for assistance, and when they are able to practise their skills by showing others.

How are students taught in a multi-age class?
In a multi-age class, students learn in groupings that maximise their potential. Opportunities exist for each student to interact with children of varying backgrounds, abilities, interests, personalities and ages.
Teachers use developmentally appropriate teaching methods and curriculum that are based on a child’s developmental abilities. Such practices include active learning experiences, varied teaching strategies, a balance between teacher-directed and child-directed activities, integrated curriculum and learning centres.
Children also learn in various grouping patterns – as individuals, pairs, triads, small groups, large groups or whole class. These might be based on needs, interest, learning style, problem solving ability or reinforcement. For example, individuals may work on independent tasks or work one-on-one with the teacher; groups of two to five might work on cooperative learning tasks; ten to twelve might be involved in a discussion activity; and a large group might come together to view a video, PowerPoint presentation, role-play or report.

What are some other features of a multi-age classroom?
In a multi-age classroom, children learn in a continuum; they make continual progress from easier to more difficult material at their own pace. Our school is flexible in its expectations about when and how children acquire certain competencies.
A key to successfully meeting the needs of all students is the collaboration among teachers – team teaching, collaborative planning and peer coaching. Regular time is devoted for planning and sharing by staff, including specialist teachers, resource teachers and release staff.
Multi-age classrooms are characterised by authentic assessment practices. These require students to demonstrate skills and competencies that realistically represent problems and situations in daily life. Authentic assessment encompasses a wide range of options, such as portfolios, exhibits, presentations and other types of performance assessment.
Qualitative reporting is regular individualised school-to-home communication describing a child’s growth and development. These reports are provided in a variety of formats, including formal written reports, portfolios, learning style checklists, parent-teacher interviews and certificates of achievement.

I was educated in a single year class. Why is a multi-age class better?
Grading students was purely an administrative practice of the mid 1800’s used to accommodate large numbers of students in a compulsory education system. There was no research or theoretical base to this kind of system. Multi-age grouping allows older children the opportunity to develop and practise nurturing and leadership skills, while modelling those skills for younger children. Children are encouraged to take personal responsibility for their own learning and help each other learn.
Affective gains have also been documented in multi-age research. Children show increased self-esteem, more cooperative behaviour, better attitudes towards school, improved relationships and increased prosocial behaviour.

How can I help?
Parental involvement and understanding of multi-age education is key to a program’s success. Make an appointment with your child’s teacher and find out how to get involved. Also, visit multi-age education sites on the Internet.