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[MG] Composite Classes

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Overview #

  1. Composite classes are often referred to as multi-age, multi-grade, combined, split, or mixed-grade classes. Split classes or multi-age/grade classes have existed since the inception of formal schooling in Australia and they are commonplace in most countries around the world.
  2. Composite classes are most often a response to uneven year level enrolments, essentially when the school does not have sufficient numbers to make a financially viable year group.
  3. At Rehoboth, we have had two year levels represented in one classroom; however, in earlier years, as in many smaller schools), having three or four year levels represented in one class was not uncommon.
  4. There are several benefits to composite classes:
    1. they allow the school to have more consistent and manageable classes sizes;
    2. they address gender imbalances that might exist within a year level;
    3. they more easily match teachers to student needs;
    4. they allow for better differentiation in the classroom;
    5. younger children often aspire to emulate their older peers; and
    6. older children enjoy the leadership and mentoring opportunities that composite classes naturally offer.
  5. Composite classes are often necessitated because of stringent class size caps required by State Government bodies as part of the registration process. The current caps are detailed in the table State Government Class Size Caps below.
  6. At Rehoboth, the Senior Leadership Team have set a preferred guideline of a maximum of (‘state guide’ – 2) in a class with special needs students included. In exceptional circumstances the CEO may approve a maximum class size of the max ‘state guide’ in Upper Primary.
  7. It is estimated that 50% of primary students in Australia are in composite classes. This varies between some schools where it is necessitated (generally smaller schools) and schools that believe it allows for greater differentiation in the programs and educational offering. An example would be one of our CEN sister schools, Donvale Christian College, which holds that it is better to ‘teach by stages and not by ages’. Donvale has chosen to have composite classes despite it not being necessary financially or due to insufficient numbers.
  8. Research regarding student cognitive and social growth in classrooms shows that no particular class structure favours academic performance. Despite this, we are well aware that parents are concerned that their children will not be able to keep pace, may have fewer friendships, younger students may be overlooked, or older students not sufficiently challenged.
  9. At Rehoboth, we are well aware of the negative perceptions that exist regarding composite classes. While this may be overcome with clear and open communication, it remains a challenge for parents, specifically of younger children. As a Senior Leadership Team, we do not believe that students are disadvantaged by composite classes; however, our preference would be to only have ‘straight’ classes. This view is not often communicated as it has the potential of leaving parents with the perception that composite classes are ‘second-rate’.

State Government Class Size Caps #

Year Level Students per Teacher Notes
Kindy 10 1:10 ratio must be maintained, with the staff including at least 1.0 FTE teacher with an approved Early Childhood teaching qualification for 30 students or fewer.
Pre-Primary 25-27 With a teacher and an education assistant.
Years 1-3 24
Combined Years 3-4 23
Years 4-6 32
Mixed classes Years 4-6 31
Years 7-10 32
Years 11-12 25
Practical 16-22 Determined by the Principal, practical classes are where issues of safety and workspace are critical to meeting the duty of care requirements (e.g. Food Science, Design and Technology)

Communication #

  1. Matters pertaining to composite classes are communicated in both the College newsletter and parent manuals.
  2. Concise information on composite classes should be included in a newsflash in the days prior to the start of the school year.

Process #

  1. The process of placing students in classes, whether the classes are ‘straight or ‘composite’, is taken seriously. Unfortunately, due to late enrolments, the placement of students cannot be communicated until shortly before school resumes at the beginning of the year.
  2. When considering the placement of students and the makeup of classes, the following factors are taken into prayerful consideration:
    1. Campus transfers: Each year we receive a number of requests from parents wishing to transfer students. This is discouraged if it will negatively impact enrolments or adversely affect the mix or size of classes;
    2. Age of students: Both the range within the two year groups concerned, but also avoiding ‘uncomfortable’ splits (e.g. Pre-Primary combined with Year 1);
    3. Mix of student numbers: The number of students per year level. A minimum of eight from a particular year level in composite  classes is maintained, but a 50/50 is best;
    4. Economic viability: We encourage minimum class sizes of 18 in primary to ensure economic viability;
    5. Special needs students: The number of students with special needs, and the specific needs in the mix will be dependent on cognitive, social, academic,  behavioural etc. aspects;
    6. Behavioural problems: Each student’s history is taken into consideration;
    7. Family connections: At times it may be preferable to place sibling/family together or apart;
    8. EA availability/skill set: This is largely dependent on the grants available for the particular special needs students and the level of EAs we are likely to attract during recruitment;
    9. Newcomers or current students: Students who are new to the College will require extra attention, as they are often being introduced to a new worldview and a variety of new academic programs;
    10. Waiting lists: Number of students on the waiting list and siblings waiting to start at the school;
    11. Allow for growth: Our preference is for classes of 22-24 in Lower Primary and 26-28 in Upper Primary so as to allow for enrolments that arrive during the year;
    12. Experience and expertise of the teacher: The capability of the teacher to manage a composite class;
    13. Leadership abilities: We have found it best to spread this across composite classes;
    14. History of social dynamics: Some students form strong and lasting friendships within their year level and some students  may struggle to find any cohesion;
    15. Culture and language: The breadth of nationalities represented at Rehoboth means a number of families speak English only as a second language; and
    16. Students academic ability: Semester reports, NAPLAN and  other standardised testing, and verbal feedback.
  3. This is a lengthy process that will involve teachers and Principals working collaboratively to find the best possible outcome for students.
  4. Parents usually communicate their preferences toward the end of the academic year. Our experience is that 95% of these requests pertain to personal preferences (e.g. my child would like to be in the same class as his/her friend). However, a number of requests are legitimate concerns and often provide insights that were not previously known to the Senior Leadership Team.  Regardless, every request is taken seriously and prayerfully considered.

Conclusion #

As the College is growing toward two double-stream Primary Schools we are likely to have composite classes for the next 8-10 years. This could change in the short term, e.g. if we were to change the enrolment policy to an ‘open system’ (such a change not recommended, however).