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Multi-age classrooms have long been based on a set of beliefs which closely align to the seven principles of Effective Learning and Teaching.  A review into best practice for learning in schools was led by Ms Hilda E Rose, (deceased 2020) Inspector of Schools, Education Queensland, in October 1985 and resulted in the following seven statements about Children and Learning and the implications of these on teaching practices.  These seven statements remain the basis of a multiage learning classroom.

 

• Children should develop a realistic self-concept with positive views of self, of others and of learning.  The school experience should positively influence children's self-concept.

• Children possess a sense of wonder and curiosity which should be fostered, so promoting spontaneity of learning.

• Children should be encouraged to become independent learners.  They should be actively involved in their own learning, accepting responsibility for their own actions.

• Children learn through discovery, fantasy and play with opportunities to exercise choice and to solve problems.

• Children expand their sensory, perceptual, and conceptual knowledge and skills through active exploration of their world thus making the integration of learning experiences especially important.

• There are marked individual differences between children and irregular developmental patterns within each child.  The differing needs of each child should be recognised and, as far as possible, met.

• Children develop communication skills - verbal and non-verbal - through direct personal experiences and interactions. 

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The Reasons and Advantages of Multiaged Classrooms.

 

1.           Class stability over a 600 day learning continuum.  This enhances continuity of learning.

2.           Focus on learning stages which are developmental, rather than year level stages.

3.           Children's' maturation and readiness have a meaningful place in learning.

4.           No end of year stops, then several weeks (or longer!) to re-establish classroom learning patterns and                                                                           behaviours every year

5.           No day one trauma - children and parents already know two thirds of their class, its habits and expectations.

6.           Greater opportunity and taking up of parent involvement over a longer time frame.

7.           Enhanced opportunity to develop a sharing/caring atmosphere in the classroom.

8.           Peer tutoring has more meaning and is better utilised for real purposes.

9.           No fear of repeating - children can take an extra semester, sometimes two, to achieve their full potential.

10.         Teachers' evaluation is more criterion referenced - to achievement levels, not grade levels.

11.         Discipline problems are negated, Accelerators and Inhibitors

12.         Children become more aware and tolerant of the abilities and  deficiencies of others.

13.         Greater individualisation of learning outcomes.

14.         Greater sharing and planning of resources etc amongst teachers.

15.         Greater flexibility with enrolment changes and transient children.

16.         Better use of the physical resources offered by double teaching spaces.

17.         Greater awareness by teachers and parents as to what education really entails and how to better go about it.

18.         Closer class cohesiveness and greater teacher accountability for every pupil in the class.

19.         Closer bonds between parents and teachers as the time to develop this relationship is longer resulting in fewer teacher                                      abuse incidents, school rage.

20.         The Wiltshire Report and the Report on Flexible Schooling both proposed multiage classroom structures as the                                                        preferred model for schooling.