Composite Versus Multi-Age Classes Go to Articles
Combining multiple ages or year levels in a class is not a new move by schools. You may have taught such a class, or even been part of one as a child. What is relatively new is a development in the reasons for forming combined classes, and therefore the teaching philosophy used.
The traditional composite class, also called combination, double, split, or mixed-age (Russell, Rowe, & Hill, 1998), is generally formed for administrative reasons (Naylor, 2000; Sydney Morning Herald, 2003); for example, if too many (Sydney Morning Herald, 2003) or too few (Naylor, 2000) students enrol in a year level. Therefore, the composite class usually exists only for that one year. To illustrate, if too few Year 4 students enrol one year, the school may need to create a 4/5 composite class. The following year, enrolment numbers for Year 4 may be up, and additional students may join Year 5, so a 4/5 composite class is not needed. If, however, the numbers in Year 5 remain the same, a new 5/6 composite class may be formed. In composite classes, students learn separately within their year level – the teacher works with each group in turn while the other group works independently (Mulcahy, 2000).
The newer multi-age class and its teaching philosophy allow for the reality that all children in a year level do not progress at the same pace (Ladd, 2007). Some students learn more slowly than their peers, others more quickly. In multi-age classes, students may work in groups according to their ability, not their age or year level (Ladd, 2007), or they may work together as a mixed-ability group. Unlike composite classes, the multi-age class continues to exist from one school year to the next, and students and teacher remain together for the year levels the class spans (Ladd, 2007; Mulcahy, 2000).
References
Ladd, K. (2007, August). Classroom collectives. Retrieved September 22, 2008, from http://www.australianassociationofmultiageeducation.org/documents/classroom-collectives.pdf
Mulcahy, D.M. (2000). Multiage and multi-grade: Similarities and differences. Retrieved September 22, 2008, from http://www.mun.ca/educ/faculty/mwatch/win2000/mulcahy.html
Naylor, C. (2000). Split-grade and multi-age classes: A review of the research and a consideration of the B.C. context. BCTF Research Report. Vancouver, BC: British Columbia Teachers’ Federation.
Russell, V.J., Rowe, K.J., & Hill, P.W. (1998). Effects of multigrade classes on student progress in literacy and numeracy: Quantitative evidence and perceptions of teachers and school leaders. Paper presented at the 1998 Annual Conference of the Australian Association for Research in Education, Adelaide. Retrieved September 22, 2008, from http://www.aare.edu.au/98pap/rus98154.htm
A class of their own. (2003, December 5). The Sydney Morning Herald.
