Composite Classes – Stages Not Ages
Our school is set up in two departments, each of which utilise composite classrooms of two consecutive year groups together in one class.
The key to understanding composites is realising that student learning is determined in stages and not magically by ages. They draw attention to individual needs and development, and in turn facilitate individualised learning (sometimes called Personalised Learning).
Our experience with composite classes has shown that they can provide significant benefits to both the younger and older students in the class. Older students can benefit from helping younger students in co-operative learning situations. The younger students have the opportunity of enhanced learning experiences where they are ready for it. There are many examples where younger children can show older ones a thing or two! Role models and leaders can come from both the younger and older children; the children who excel at these traits do so irrespective of age.
As mentioned above our school is organised into three syndicates. These are:
Each department is led by an Assistant Principal, who is responsible for leading the teaching and learning programmes that are relevant for a particular age range. The Assistant Principals meet with their team of teachers to address the needs of the students, to ensure quality planning in our teaching and learning programmes, and to organise special activities and programmes (such as camps, poetry contests or a swimming programme). They also play a key role in mentoring and monitoring the teachers in their team, while also promoting strong lines of communication between the leadership team and classroom teachers.