• 2 Watts Street Wandering
  • 08 9884 1014

Multi-age Grouping

Our school is multi-aged in all classrooms. This means rather than one class per year group, our children are advantaged by having multiple year levels in each group.

What The Research Says:

  • Sixty four research papers on multi-aged classrooms found that 58% of the children in this situation did better than their peers who were in straight grades, 33% did as well and only 9% did not do so well.
  • Research showed that multi-aged children were more likely to have good ‘self’ concepts, better attitudes to school, greater resiliency and higher self-esteem than children in straight year levels.
  • Arthur Whimby ( a recognised research leader in this field), in his research program TAPS, indicated that the older children demonstrated higher academic improvement and IQ (up to 18 points). This was because they were mentors and leaders demonstrating their knowledge and understanding on a regular basis.
  • In another study in the 60’s (this concept is not new) indicated that older children, even if they were the poorer readers, improved their own reading by up to two years.

The advantages for children are-

  • quality relationships with teachers, in all rooms;
  • a positive classroom climate as is developed by teachers with children across the school.
  • enhanced learning opportunities from peer tutoring and learning. The older children may be given the opportunity to peer tutor. This is one of the most potent forms of teaching and learning in education. The younger children will experience this and the older children are provided with the opportunity of modelling their learning.
  • increased independence from teachers. More and more of the children at Wandering and in the system are having to develop individual learning techniques. The use of modern technology demands this, children in both year levels are able to model, teach and apply these skills. (University results)
  • a wider range of roles within the group for students.
  • smaller groupings, split years have less children;
  • enriched academic activities, because of the development of skills in independent learning, there is the opportunity for children to work on more specialised programs if the teacher so decides;
  • extended opportunity for socialization. Children may have two year levels to play with instead of exposure to only one.
  • improved self-esteem. Children in the senior section of the class are provided with a chance at leading their younger peers. The younger children become confident because they are dealing effectively with older children every day and may also take on leadership skills impacting on children older than themselves.
  • respect for individual differences may be developed more expediently;
  • students are assessed regularly as is the case in all classrooms. Performance is monitored to ensure that children are attaining suitable standards and not falling behind their expected year level attainment.
  • learning is based on the individual as much as is possible;
  • the focus is on success, the student moves forward, building on prior knowledge as is the case with all children.
  • students think of learning as fun, and therefore become life- long learners. All teachers aim at making this a priority.
  • that when teachers plan they do so for different ability groupings in the class. This is exactly the same in straight classes. A straight year class may have up to four groups in language and mathematics. This means that programming, evaluation and reporting are required for these groups. For that reason straight year placements are the same as a split year placement. This fact is not realised by many parents.