1. Composite Class Information Session 2018 – 2019

2. In Stirling’s 40 primary schools, 95% organise learning in composite groups.
These are the figures for Stirling
Which means that learning in composite groups is standard practice in the vast majority of Stirling schools and that moving to and from composite groups to single age groups is now common.
Being in a single stage class and remaining in that class for the 7 years of Primary is now highly unlikely – it is more the norm that classes may change yearly

3. Overview What is a composite class? How are they formed?
Class organisation at Cambusbarron
How composite classes work.
Transition for Children
Frequently asked questions
Summary

4. What is a composite class?
Composite classes are those where children of more than one year stage are grouped together to form a class.
A composite class can be formed when the numbers at each stage are too small or too large to make up one class at each stage.
Pupils tend to achieve better when class sizes are reduced so composite arrangements, with a maximum class size of 25, can have a positive effect on children.

5. Class Sizes
P1 –class size will be a maximum of 25 for multi-age and for single age groups
P2-3 –class size will be maximum of 25 for composite and 30 for single age groups
P4-7-class size will be a maximum of 25 for composite group classes and 33 for single age classes
Scottish Government sets these limits

6. Additional support needs
Policy for The Organisation of Learning within Clackmannanshire and Stirling Education Service
Age
Gender balance
Additional support needs
The authority policy states that Headteachers have to construct their classes within the following guidance:

7. Class Organisation 2018-19 P1/2 Miss Barrett P1 Mrs Leitch
P2 Mrs Smith
P3 Miss Phillips
P3/4 Mrs Ruskell
P4 Mrs Munro
P5 Miss Bond
P5/6 Miss Crighton
P6 Mrs Ferns / Mrs MacColl
P7 Ms Vass
RCCT Teachers
Mr Brown/Mr Hill

8. Policy for The Organisation of Learning within Stirling Education Service
Education Scotland recommends that irrespective of whatever class a child is in, composite or non- composite, teachers have a duty to meet the needs of individual children under Curriculum for Excellence. The quality of the teacher, and specifically of teaching and learning, are the key points.
If undertaken properly, composite classes are neither better nor worse than non-composite classes. The key issue is the management of learning and the learning experience of the child rather than the children being of the same age and having similar levels of academic ability.
Composite and straight classes are both the most effective ways for delivering primary education. The key requirement is for teachers to meet the needs of the individual pupils within a generally approved curricular framework.

9. Differentiation
Differentiation is the process by which differences between learners are accommodated so that all students in a class have the best possible chance of learning.
Task
Group
Resources
Outcome
Dialogue and support
Assessment
Differentiation in the classroom is all about understanding that we are dealing with a group of individuals and adapting our teaching to ensure that all of them have access to learn. It should be an on-going and flexible process which not only profiles students initially but also recognises progress and areas for improvement and adjusts accordingly to ensure learning needs continue to be met.
Task
One of the core methods of differentiation, differentiation by task, involves setting different tasks for students of different abilities. If you consider reading groups where children are in ability groups, given reading material at their level and tasks to support the understanding of that book. This method can be applied to other curricular areas.
Outcome
Differentiation by outcome is a technique whereby all students undertake the same task but a variety of results is expected and acceptable. For example, the teacher sets a task but instead of working towards a single ‘right’ answer, the students arrive at a personalised outcome depending on their level of ability.
Dialogue and support
Differentiation by dialogue is the most regularly used type of differentiation in the classroom. With this technique, the emphasis is on the role of the teacher, who must facilitate problem solving by identifying which students need detailed explanations in simple language and which students can engage in dialogue at a more sophisticated level. The teacher may also employ targeted questioning to produce a range of responses and to challenge the more able students.
Assessment
In the differentiated classroom, rather than assessment taking place at the end of learning, students are assessed on an on-going basis so that teaching, and indeed the other methods of differentiation, can be continuously adjusted according to the learners’ needs.

10. Transition for Children
Information leaflet has been produced by the authority - ‘Moving Classes’ to help prepare children for transition from one class to another. Some anxiety and nervousness is to be expected.
Class teachers will share this with their children – parents can access a digital copy on the school website (under Parentzone – Policies & Guidelines).
‘Meet the Teacher’ is an opportunity for all children to meet their new class mates and their teacher – this lasts approximately an hour – Thursday 21st June.
Enhanced transition arrangements are in place where appropriate. If you feel this is appropriate for your child then discuss with Mr Hill.

11. FAQ – How do you teach two different stages in the one class?
All classes are multi age classes with very varying levels of ability/needs. Composite classes provide no more or less challenge for a Teacher.
Curriculum for Excellence promotes fluid learning irrespective of a child’s age.
Differentiation in planning, input, outcome, support etc.
Curriculum for Excellence -Teachers have more flexibility in the choice and children are involved in this choice – meaning their interests are taken into account and they are engaged – no topics/contexts are repeated
Children are taught at their own level and assessments are carried out when a pupil reaches a level rather than a particular age. Teachers are trained to teach composite classes and to carefully plan all areas of the curriculum. This training, along with input from learning support teachers and other agencies, allows for a full programme for all abilities.
Children learn in different ways – individual, group and class are the norm and using a variety of approaches within Teachers plan for children, building on prior learning and taking them from where they are, no matter what age or stage

12. FAQ – Will my child be forgotten about and miss a year of school, or repeat a year?
No. All children are held in our management system which states the year/stage they are in, no matter which class
Teachers treat children as individuals irrespective of their age/stage and take them forward from where they are in their learning
Teachers are very clear about the stage of children in their class

13. FAQ – Will my child’s confidence be affected due to being in with another class?
In our experience this is not the case. Children form relationships with the children in their class but are free to mix with other children at playtimes/lunchtimes.
Teachers monitor children closely and if there were any issue would notify SMT and parents and support provided
Parents / Carers play a huge role in this.
On a daily basis, see that the classroom dynamics are fluid. There isn’t segregation based on chronological age. Children learn with and support each other regardless of age.
Experience has taught us that in some situations children’s anxieties can come from the adults around them.
We are very aware of the importance of your child’s social contact while at school. However, as more of the children’s social activities take place at break time and after
school than during lessons, it is essential that the highest priority is given to the level of educational support they receive within class.
Our experience is that children adapt well and that their social skills generally allow them to make new friendships as well as maintain old ones. If your child is in a
composite class this will give him/her the opportunity to make a wider circle of friends within the school which will benefit their own personal development.

14. FAQ – Will my child remain in this class their whole primary school career?
Classes cannot be predicted and can only be constructed each year as the new intake enrol
The make –up of any child’s class can change at any time during their primary school years
Children benefit from learning with different children and these important skills for life are then applied in High School
Experience tells us that children in composite classes form new friendships and maintain existing ones

15. FAQ – What if I do not want my child in a composite class?
We take very careful consideration when making up each class and follow Stirling Council policy which is age, gender balance and additional need
You are entitled to raise your concerns with the Authority who will ensure policy has been followed. Call Sarah Anderson, Education Link Officer on

16. FAQ – My child is in P3/4. What are arrangements for lunchtime?
P3 children will go for lunch with the P1-P3’s. P4 children will go for lunch with the P4-P7’s
P2-7 children line up in their Houses at break and lunchtime

17. Summary
Each child will proceed through the Curriculum for Excellence at the level appropriate for them regardless of whether or not they are in a composite or single year stage class.
Composite classes are becoming the norm in the majority of primary schools
Cross stage learning is encouraged in both composite and straight classes

18. Thank you for you time. Questions…?