Composite Classes

Composite Classes – it’s all about ‘Stages not Ages’

Composite classes are not a new concept and are used in many New Zealand schools.

The aim of the below information is to help families understand the ‘why’ of composite classes with more clarity. If you have any further questions please do not hesitate to be in touch with school staff to talk more.

The concept of ‘composite classes’ means putting two consecutive year groups together in one class. It is not the same as multiple ages in one class, such as you would associate with small country schools where you may find a bigger range of ages in the same class.

It is easy to understand how families can misunderstand the reasons for the use of composite classes, sometimes thinking that their child is being disadvantaged in some way if they are placed in a composite class.  We can assure you that this is not the case.

The key to understanding this model is to appreciate that ‘growth and learning are determined in stages, not ages’.

Although a student might be chronologically older or younger – their maturity, social needs, academic needs and behaviour are uniquely their own. Some have needs in certain areas, but not in others.
An obvious example is that although all 8 year olds may be the same age, it is unrealistic to expect that they are all at the same ability level in Reading, Religious Education, Maths, PE, etc. It is also unrealistic to expect them all to be at the same level of social development, resilience, communication skills, collaboration ability, or creative and critical thinking, even if they are all placed together in one class. 

When a school creates a composite class, all of the above factors are taken into consideration to create the optimum conditions for all to work to their very best.  At Our Lady Star of the Sea all of our senior classes (Year 5 and 6) are composite classes and, when needed, in other areas of the school.

There is no qualitative research that states a year group class will meet a child’s needs any better or worse than a composite class. The key is the relationship with their teacher. 

NZ teachers are trained to teach to the needs of the students; to identify each student’s learning needs, design learning programmes that provide opportunities for students to show their understanding and offer workshops based on the knowledge and skills students need to learn next. 

Older students are not held back in composite classes as there is no one curriculum level per age group in NZ. The New Zealand curriculum is not designed as one level per year (as many overseas education systems are) but is set up in developmental bands which can range from 1— 3 years per level (see Years and Curriculum Levels table below). Invariably students in any one class are all at different stages within these curriculum levels, whether they be in single year group classes or composite classes.

Benefits of Composite Classes

• Flexibility for meeting the children’s social / learning needs across cohorts
• Matching teacher styles and strengths to make sure we are able to provide the best learning environments and outcomes for all of our students.
• Older students/tuakana thrive with leadership opportunities and build self-esteem as they become role models to younger/teina classmates.
• Younger students have the model of the older students in the class and get to mix with a wider range of students.
• Role models and leaders can come from both younger and older children; the children who excel at these traits do so irrespectively of their age. We all know that younger siblings/peers can also show older siblings or peers a thing or two!
• Enables schools to manage uneven cohort numbers and keep class sizes appropriate.

Balance

In terms of school organisation and class sizes, composite classes can provide a greater ability to create balanced class numbers. You may be aware that some years we can have significant differences in enrolment intakes. The fact that students do not enter school in exact groups of 25, means that composite classes enable us to manage the class configurations so as to avoid classrooms with excessive numbers of students.

Research

Research both in New Zealand and overseas, has shown that there are no detrimental academic effects from composite classes but many additional benefits.

A major review of international research into multi-age classes was undertaken by Veenman (1995). He investigated 56 studies in 12 countries including Australia, looking at the cognitive and non-cognitive effects of multi-age and single-age classes. He found that there were no differences found with respect to Maths, or Literacy and that with respect to attitudes towards school, self-concept and social adjustment. Students are sometimes advantaged by being in multi-age classes instead of single-age classes. Further research has shown that students in composite classes experience enhanced social development. They are more confident, can operate better as part of a group or team, are more aware of others, develop their independence as learners and are better problem-solvers. They also make friends outside of their standard age-groups which, as we know as adults, we don’t work with people of the same age so mixing ages at school over different year levels is a small step in mirroring real life.

There is no evidence for any assumption that student learning is hindered in composite classes. Ultimately, whether students are in composite or straight year group classes, it is not the age combinations that matter. What matters is the quality of teaching and learning and the relationship between the child and the teachers.