Composite Classes

Composite classes have been a necessity at Dayboro State School for a long time.  There is sometimes apprehension by parents about their child going into a composite class. We would like to reassure parents that although negative perceptions about composite classes exist, research shows students can thrive in multi-age classrooms.

What is a composite class you might ask? Composite classrooms, in which children from two or more year levels are combined within one class, have become common in many schools around the world. They define classes in which students of varying ages, abilities, or interests might be grouped together. Extensive research shows it makes no difference to performance whether students are in a straight or a multi-age class. Furthermore, it is the teacher and their relationship with the students that plays a key role and is significant in the development of students.
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Despite favourable research regarding student cognitive and social growth in composite classrooms, negative perceptions persist, particularly among parents. Many fear their children will have fewer friendships; that younger children will be overlooked or that older children will not be sufficiently challenged; that children with learning difficulties will suffer more anxiety; or that the curriculum for each year level will be inadequately covered. According to experts, education is about more than academic achievement and age is not an accurate predictor of a child's development. Wide-ranging student abilities exist in children of the same age, and not just in composite classes.  Multiple studies conclude it makes no difference to performance whether students are in a straight or a multi-age class. Experts agree the most important factor in determining how well a student does is the quality of the teacher.​

Here are some key benefits of composite classes:

• Older students provide a model of appropriate behaviour for the younger students – this also means less behavioural problems in the classroom because younger students integrate quickly into established class routines as modelled by the older students.
• Younger students are able to seek help from a wider range of people rather than relying on the teacher to help them all the time.
• Changing the focus of learning from achieving a certain ‘grade’ to individual personal best alters the nature of the learning experience to lead children to value learning and the learning process.
• Links across curriculum areas by teachers ensure all students are engaging in the mandated curriculum for their year level
• Students develop a greater respect for individual differences across the board.

At Dayboro State School, combining students in this way is an appropriate solution that not only allows us to ensure more consistent class sizes, but also enables us to address gender balance issues within each class and maximise school and teacher funding and resources. All classes at Dayboro feature a ‘differentiated’ curriculum anyway: one that caters to all children as individuals, according to their needs. From Prep to Year 6 students are grouped within their classes, based on our extensive assessment schedule, in accordance to their needs. This is particularly evident in our Literacy and Numeracy blocks. All of our groupings are fluid allowing students to work in a group that best suits their learning needs. Teachers manage workloads for a range of ages and abilities in any given class, not just composite classes. There will always be a mix of ages and abilities whether it is a straight or composite class.  

The nature of a teacher and their relationship with his or her students dictates the impact they will have on them. At Dayboro, we see this as our priority and from this our class structures are determined. We have extremely dedicated teachers who foster positive relationships with our students and we are confident this in turn will develop good learners. Developing positive relationships between a teacher and student is the fundamental aspect of quality teaching and student learning.

Linda Smith

Head of Curriculum