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Why mixed age teaching?

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Why mixed age teaching?

  1. 1. Whole Key Stage ClassesTEACHING / LEARNING – ACADEMIC ASPECTS:Appropriate level of teaching / learning Knowledge of individual children. Get to know children very well: able to target work efficiently and supportively. Able to be flexible with groupings, so children really can be taught in ability groups in all subjects.Challenge: children hear higher level objectives from early on, so assimilate them when they’re ready. Drip dripdrip… By the time the children are in year 6, they have been hearing year 6 objectives for a couple of years, and have been seeing / hearing year 6 level work modelled. Gives them a sense of where they’re going. In single age classes it’s really hard to build that understanding of what is expected in year 6. Gives year 6 a challenge…. Determined year 4/5 children taking on year 6 objectives …LEARNING IS NOT JUST ACADEMIC – learning is more than just academic infoand understanding: also about attitudes to learning, and understanding yourselfas a learner Teaches children to be independent learners, taking responsibility for their learning. It gives children a much more realistic understanding of their own strengths and weaknesses than being in a single age class, where they can be branded as “clever” or “stupid” and keep that image of themselves all the way through school. In a full key stage class, children are aware of individuals developing at different speeds in diff areas, and of some amazing strengths. They also have a fluid perception of themselves, as children move in and out of the class over time. Their role shifts.Asked the children: Get good at working by yourself – not relying on help. More opportunities for making friends, and for finding people who you like working with, and that changes every year. Learn things quicker. Have different teachers for different things, but know them all really well. That makes it interesting. We are all teachers; helping each otherAsked the parents: Teachers have very good knowledge of individual children: no coasting, and no drop-off at the beginning of each year with a new teacher. Supportive atmosphere – children have role models within the class, and gradually become role-models themselves. Challenging for individuals, because they can be put in a group at an appropriate level, in all subjects.
  2. 2. Individual people, not class members.

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