Dear Parents and Carers of students in Stage 1

As we embark on another academic year, I understand that the concept of composite classes may raise questions and concerns for some of you. It is natural for parents to want the best for their children, and I would like to take this opportunity to address any apprehensions you may have regarding our school's approach to composite classes.

The school is required to create classes based on the number of students in the school. The school roll in 2024, indicates that we can provide, based on the Departments’ staffing formula, two Year 1 classes, two Year 2 classes and a class which comprises 14 Year 2 and 7 Year 1 students.

Year 1 and 2, is part of a Stage 1 cohort and the delivery of the curriculum content is the same to both year groups.

Composite classes, where students of different age groups are integrated into one learning environment, have been a subject of extensive research in recent years. I am pleased to share with you the latest findings that strongly support the advantages of such class structures. These advantages not only extend to academic outcomes but also contribute significantly to the social and emotional development of your children.

Recent research in education has highlighted the positive impact of composite classes on both academic and social development. One key aspect to consider is the concept of the Zone of Proximal Development (ZPD). Put simply, the ZPD represents the range of tasks that a student can perform with the help of a more knowledgeable person, such as a teacher or a peer. Understanding and applying the ZPD is a cornerstone of effective teaching.

Teachers in composite classes leverage formative assessment and differentiated teaching methods to ensure that each student is consistently placed in their Zone of Proximal Development throughout the day. This approach allows educators to tailor instruction to individual needs, promoting a personalised and enriching learning experience for every child.

It is crucial to emphasise that composite classes do not pose a threat to student outcomes. Teachers are encouraged to teach the students in front of them, taking into account their unique needs and abilities, rather than adhering strictly to a one-size-fits-all year group approach. This method requires great skill and commitment, and our dedicated educators work tirelessly to establish the individual prior knowledge of students and differentiate learning tasks to ensure each student is learning to their fullest potential.

The complexity required to teach two-year groups is virtually identical to that of teaching one year group. Excellent educators focus on knowing their students, their achievement levels, and what each individual needs to learn next. Instead of being preoccupied with the composite class structure, our teachers are committed to providing a learning environment where every student can thrive.

This is evident in:

Tailored Learning Experience: One of the key benefits of composite classes is the opportunity for a more individualised and flexible learning experience. Teachers can adapt their instruction to meet the diverse needs of students, providing targeted support and challenging activities based on each child's abilities and progress.

Collaborative Learning: Composite classes foster a sense of community and collaboration among students. Younger children benefit from exposure to more advanced content, while older students reinforce their learning by helping their younger peers. i.e. explaining methods/strategies for problem solving has been shown to improve mathematical thinking and reasoning.

This collaborative environment nurtures a sense of responsibility, empathy, and leadership among students.

Social Skills Development: Research has shown that students in composite classes develop strong social skills, including improved communication, cooperation, and conflict resolution. The mixed-age setting encourages a supportive and inclusive atmosphere where students learn to interact with peers of various ages, promoting a more realistic representation of the diverse social dynamics they will encounter in the future.

Positive Impact on Self-Esteem: Students in composite classes often experience a boost in self-esteem and confidence. Older students have the opportunity to serve as role models and mentors, while younger students benefit from positive peer relationships that contribute to their overall emotional well-being.

I want to reassure you that our dedicated team of educators is committed to providing the best possible learning experience for every child. We will continue to monitor and adapt our teaching methods to ensure that each student thrives academically and socially in our composite class environment.

Ms Freya Posker -Hill (relieving Assistant Principal) in her previous role as Quality Teacher, Successful Students (QTSS) was instrumental in unpacking the new K_2 curriculum for staff. Her expert knowledge of the new curriculum supported other staff to positively embrace the syllabus changes, and she introduced, (alongside her colleague Ms Cowmey) the Little Learners Love Literacy texts into the school. Ms Browne is a highly experienced educator who has taught across all stage groups. She possesses extensive knowledge of K-2 students and content and is focussed on ensuring data shows growth over time, at a fundamental stage of learning. Together they make a formidable team on the composite class.

Meet the Teacher is on Tuesday 13 February, and they will be able to explain in greater depth how they will be teaching together.

We look forward to a rewarding academic year filled with growth, discovery, and success for your child.

Chris Johnson 

Principal  Educator