Parents generally, understand that classroom programmes are planned from the New Zealand National Curriculum and that in any class there is a range of ability and current attainment with children working above or below their age and curriculum level. Composite classes are based on recognizing differences and not seeing all aged students as the same; children are taught according to need, not age – (personalized)

What this in effect means is that all classes, whether they are composite or not, will be operating groups at a variety of levels at the same time as part of the normal delivery of the curriculum. There is not and never has been a set learning programme at each particular year level, rather there are expectations set at curriculum levels which span across two years. It is also possible that a class, whether composite or same-year level, may have teaching and learning programmes that cover more than the one curriculum level.

Frequently there are also social reasons why a composite class is desirable at a year level.

Unfortunately not all combinations of children “work well together” and the option of a composite can work well, because the students who distract each other in some way, can be separated to mutual benefit. Older children in a composite class get more leadership opportunities and frequently build self esteem as a sort or role model to the younger class mates. Younger children aspire to do work like the older children in the class.

There are also class size benefits in having composite classes. Children have never been born in batches or multiples of 23, 29 or even 18, which are the suggested class sizes for varying levels from late April this year. By combining two year levels in one class, schools successfully keep class sizes at a manageable level.

It is highly likely we will have some composite classes at Coatesville each year, but not at all levels since some of the year groupings fall nicely into class size bites. However this is most unusual and cannot be guaranteed from year to year, particularly as the number of year 6 pupils obviously has a trickle-down effect on the lower age/class levels.

As far as I am aware, there is no research evidence to show that composite classes affect pupils’ academic performance adversely. It is possible that pupils may gain socially from the experience and show noncognitive benefits. Veenman concluded the academic performance of pupils in composites may ‘simply be no worse and simply no better’ than that of pupils in single-age classes.

On a personal note, I would like to conclude that I was really pleased that my own two children had practically all their primary education in composite classes and it is a choice I would make again. They were placed in learning groups appropriate to their level which is what you would expect. There were also social benefits in that my children experienced mixing with a wider range of children than they would have otherwise and that they developed both leadership experiences as seniors and when appropriate benefited from mentoring from older peers.

Personally I don’t think that composite classes are something to be concerned about - I would be far more interested in the quality of the relationship between my child and the teacher- because that will have a far greater impact on the learning that takes place.

Paul Greenstreet

Paul Greenstreet