MPS Grade Structure
At Montmorency Primary School we run a combination of straight and composite grades. In 2013 our straight grades are Prep (now called 'Foundation'), and our are composites are Grade ½, Grade ¾, Grade 5/6. All grades are aligned with the VELS learning levels. This will change as we transition to AusVels - the new curriculum - which designates one level per year. The structure of classes at our school is based on student numbers at each level every year. We envisage that this philosophy of grouping will continue with our new buildings.
It is important to note that teachers at MPS provide appropriate learning opportunities based on individual student learning needs regardless of year level and whether the student is in a straight or composite grade.
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The positives of Composite Grade Education: Research shows that multi-age grouping promotes cognitive and social growth. The wider age span also promotes an active learning environment as the students are not expected to 'perform' at their 'age level,' but encourage to perform to the best of their ability. The teacher is better able to focus on the individual child's learning. The students are encouraged to learn from each other, as well as teachers and visitors to the classroom. Multi-age education recognises the natural development of the child. Advantages for students include:
It is important to note that teachers at MPS provide appropriate learning opportunities based on individual student learning needs regardless of year level and whether the student is in a straight or composite grade.
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The positives of Composite Grade Education: Research shows that multi-age grouping promotes cognitive and social growth. The wider age span also promotes an active learning environment as the students are not expected to 'perform' at their 'age level,' but encourage to perform to the best of their ability. The teacher is better able to focus on the individual child's learning. The students are encouraged to learn from each other, as well as teachers and visitors to the classroom. Multi-age education recognises the natural development of the child. Advantages for students include:
- quality relationships with teachers;
- a positive classroom climate;
- better learning and enhanced self-esteem from increased inter-dependence and peer tutoring;
- increased independence from teachers;
- a wider range of roles within the group for students;
- peer tutoring - students learn from each other;
- small grouping;
- enriched academic activities;
- better socialization;
- improved self esteem
- respect for indiviual differences;
- students are assessed on a daily basis
- learning is based on the individual, so no class levels are evident, therefore children are not held back, or rushed into the next grade;
- the focus is on success, the student moves forward, building on prior knowledge
- students think of learning as fun, and therefore become life long learners.
- better relationships with students and parents;
- less stress and more productive use of time;
- increased continuity in planning;
- a more satisfying teaching experience;
- integrated curricula;
- extra resource and support;
- flexible grouping to take advantage of each activity
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Summary of Research on the Positive Aspects of Composite/Multi-age Classrooms
Professor Barbara Pavan reviewed 64 research studies on nongraded (multi-age) schools. Pavan found that 58% of those students in multiage classes performed better than their peers on measures of academic achievement. 33% performed as well as their peers, and only 9% did worse than their peers.
Pavan also found that students in multiage settings were more likely than their peers to have positive self-concepts, high self-esteem, and good attitudes toward school. Her review of the research also indicates that benefits to students increase the longer they are in a nongraded setting, and that "underachieving" students also benefit from being in multiage classrooms. (This research summary can be found in the October 1992 issue of Educational Leadership, pp. 22-24.)
Parents are often concerned that older children in a multiage setting will not benefit as much as younger children. Research shows, however, that when older students teach information and skills to their younger classmates, their academic performance, and even IQ scores, dramatically improve. The research of Arthur Whimbey (in his program T.A.P.S: Talking About Problem Solving) showed that when students were routinely given the opportunity to teach someone else, their scores on IQ assessments improved as much as eighteen points.
In another study done in the 1960s, underachieving high school students who acted as reading tutors for younger students, improved their reading scores by an equivalent of two years, in just six months' time. (From the Nov. 1994 edition of Educational Leadership, p. 58.)
Educational research indicates that students benefit both academically and emotionally from being placed in multiage classrooms.
(compiled by H. Mattern and R. Yates-3/95)
Reference: http://www.multiage-education.com/multiagen-b/researchhandout.html
Professor Barbara Pavan reviewed 64 research studies on nongraded (multi-age) schools. Pavan found that 58% of those students in multiage classes performed better than their peers on measures of academic achievement. 33% performed as well as their peers, and only 9% did worse than their peers.
Pavan also found that students in multiage settings were more likely than their peers to have positive self-concepts, high self-esteem, and good attitudes toward school. Her review of the research also indicates that benefits to students increase the longer they are in a nongraded setting, and that "underachieving" students also benefit from being in multiage classrooms. (This research summary can be found in the October 1992 issue of Educational Leadership, pp. 22-24.)
Parents are often concerned that older children in a multiage setting will not benefit as much as younger children. Research shows, however, that when older students teach information and skills to their younger classmates, their academic performance, and even IQ scores, dramatically improve. The research of Arthur Whimbey (in his program T.A.P.S: Talking About Problem Solving) showed that when students were routinely given the opportunity to teach someone else, their scores on IQ assessments improved as much as eighteen points.
In another study done in the 1960s, underachieving high school students who acted as reading tutors for younger students, improved their reading scores by an equivalent of two years, in just six months' time. (From the Nov. 1994 edition of Educational Leadership, p. 58.)
Educational research indicates that students benefit both academically and emotionally from being placed in multiage classrooms.
(compiled by H. Mattern and R. Yates-3/95)
Reference: http://www.multiage-education.com/multiagen-b/researchhandout.html
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