why multi-age at ferny hills state school parent
TRANSCRIPT
WHY Multi-age at Ferny Hills State School Parent Information
SessionWelcome from Mr Geisel
House Keeping (Toilets, Mobile Phones & Emergency Exits)
Information Session Protocols
- Respect for presenters
- Value others’ opinions
Building Strong Relationships
Like you, we have a vested interest in providing the best education for your child
I’d like to acknowledge teaching staff in attendance
(They’re here because they care, they believe in what we are doing and they’re part of our team.)
I’d like to Acknowledge the dedication and tireless efforts of my Leadership Team (Gemma, Carly & Jo), Teachers and Teacher Aides
Learning is personable at Ferny Hills SS. I know your child’s name, the majority of staff know your child’s name.
At our school, strategic decision making is always driven by What is best for Ferny Hills students
Our aim is to broaden & improve learning relationships across all year levels
Our curriculum & pedagogical approach will develop & foster vertical friendships (Prep – Yr. 6) to help support deeper learning, peer coaching and tutoring
2021 – A reset and opportunity to work together.
An opportunity to reinvigorate curriculum, learning & pedagogy
A chance to improve student well-being & relationships throughout our school
An invitation to attend a suite of Parent Professional Learning Workshops in 2021:
- Multi-age Learning, Teaching and Curriculum
- Age Appropriate Pedagogies
- Inquiry Based Learning
What is Multi-age? – Not Composite
’multi-age’ - a class comprised of children of different ages intentionally grouped for learning.
All students participate in the same units at their own level.
Deliberate structure in which children of different ages are grouped together.
The teacher, as facilitator, uses a variety of instructional strategies to focus on the individual needs of the learner.
‘composite’ - a class where students in each grade study a different curriculum.
Formed to cope with the problem of uneven year level enrolments.
Half the class work on one curriculum with teacher while other half work independently on own curriculum - then swap.
Multi-age education is not a return to the one-room schoolhouse of yore, in which students of all ages learned different subjects in one space. Instead, students from (typically) two grades learn together in an environment that, advocates say, encourages cooperation and mentoring while allowing struggling students enough time to master material.
Inside a Multi-age Classroom - Dividing students by arbitrary birthdate ranges doesn’t make sense STUART MILLER MAY 9, 2017
Ferny Hills State School 2021 Priorities
Staff and Student Wellbeing Inquiry Based Learning and Age Appropriate Pedagogy Inclusive Education continues from 2019 & 2020 Attendance – 96%
Reading, Writing and Numeracy will continue to be embedded within our priorities.
Planning for the Curriculum - 2020
15 Classes
resources
6 or 7 Learning Areas to plan individually or in pairs
Increased work load, planning more LAs
Co-teaching with inclusive education
• Focused Teaching
• Intensive Teaching
1. Look at total enrolments, per year level, for 2021
2. Leadership Team draft class structures, ensuring: Class sizes meet policy mandate – P-3 max. 25 per class, 4-6 max. 28 per class
Capacity to have an even spread of students with additional needs
Capacity to have separation of problematic student relationships
Capacity to meet parent requests: separation of students, friendship and teacher relationship.
3. Share draft with teachers.
4. During Twilight PD teachers worked with the draft to formulate alternative options.
5. Brief – Look at your wellbeing, work life balance, a structure you believe will work for you, our students and support quality pedagogy and curriculum delivery.
Options provided by Teachers
Enrolment Numbers Per Year level Year level/s Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
No. Students 74 51 56 55 56 54 40
OPTION 1 Class no. 1 2 3 4 5 6 7 8 Year Level/s Prep Prep Prep Prep/1 Year 1/2 Year 1/2 Year 1/2 Year 1/2 Year Level/s Year 3/4 Year 3/4 Year 3/4 Year 3/4 Year 4/5 Year 5/6 Year 5/6 Year 5/6
OPTION 2 Class no. 1 2 3 4 5 6 7 8 Year Level/s Prep Prep Prep P1 Year 1 Year 1/2 Year 2 Year 2 Year Level/s Year 3 Year 3 Year 3/4 Year 4 Year 4/5 Year 5 Year 5/6 Year 6
OPTION 3 Class no. 1 2 3 4 5 6 7 8 Year Level/s P/1/2 P/1/2 P/1/2 P/1/2 P/1/2 P/1/2 P/1/2 P/1/2 Year Level 3/4/5 3/4/5 3/4/5 3/4/5 4/5/6 4/5/6 4/5/6 4/5/6
Planning for the Curriculum - 2021
16 Classes 6 Curriculum Plans 2 Teacher planning individually without collegial collaboration Teachers work in cohorts of 3- 4 teachers, sharing planning responsibilities, professional
knowledge, resources 6 or 7 Learning Areas to plan, share amongst 3 or 4 teachers Decreased workload; less LAs to individually plan Consistency of curriculum delivery in each band of curriculum Co-teaching with inclusive education team continued from 2019 and 2020 Three Tiers of Planning for Student need:
• Differentiated Teaching • Focused Teaching • Intensive Teaching
Did you know?
Children are:
• experienced at collaborating with and socialising with children of other ages
• neighbours, their cousins, family friends
• friends from sport, dance and other extracurricular activities.
It is rare that they are all from the same year level at school, and yet they (usually!) get along well and have positive relationships.
A child’s year level at school indicates their age (within a 24- month span) and the average length of time each age group has been at school.
Children DO NOT all learn the same things at the same time, same rate and the same age.
Children differ greatly in their rate of development - Emotional
Social
Cognitive
Academic
Physical
The varied levels of social and emotional development found among children of different ages means they can be both supported by and supportive of one another.
Class organisation “will not determine either educational advantage or disadvantage” (NSW DET 1997).
Did you know?
Multi-age or single year level classes are made up of learners: with a wide range of abilities
working at different developmental stages
with and age range of up to two years difference
with different needs
Research and experience, tells us that in any class, be it straight or multi-age, there is up 5 years academic ability range
In a sense, every class is a ‘multi-age’ class.
Department of Education Inclusion Policy
Inclusion Policy June 2018 and Every Student Succeeding Plan: Policy Statement
Inclusive education means that students can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices.
The Department's Plan is to ensure every school day, in every state school, our teachers and school leaders are maximising outcomes for all students.
Students experience inclusive education when they:
Assess and participate in learning
Work alongside similar age peers
Are supported by reasonable adjustments
Have teaching strategies tailored to meet needs
Embedded in all aspects of school life
Are supported by culture, policy and every day practice.
Multi-age Classes support Inclusive Education
Teacher Aide Advisory Visiting Teacher
Our Learning Community
Pedagogy How teachers teach
Pedagogy - How teachers teach
The most important factors in determining student success are the quality of the teacher and his or her teaching.
Multi-age or composite classes 2014-2017 Centre for Education Statistics and Evaluation, NSW DoE
Pedagogy - How teachers teach
• Age Appropriate Pedagogy – P-2
• Collaborative Inquiry Based Learning – based on Kath Murdoch’s work and the Australian Curriculum
• The teacher as facilitator
• Explicit Instruction - gradual release of responsibility
• Formative assessment
Pedagogy - How teachers teach
Teaching in multi-age classes occurs with whole class, group or individual activities: A topic is presented to the whole class, a
general task is set and then the teacher follows up with groups or individuals.
Teaching in any year level is based on the needs of the student: Quality teaching that is differentiated to
meet the needs of every student.
The multi-age classroom caters for:
independence in learning interdependence in learning cross-age relationships collaborative learning academic learning, and social needs of children
The multi-age classroom is a supportive environment in which diversity is celebrated, effective social skills are developed, where parents are involved, and learners respect the thoughts, experiences and interests of others.
Teacher Development and
Leadership Team Support
Teacher and Teacher Aide Development and
Leadership Team Support continued… o Teachers have been on a four year rigorous journey in developing a thorough knowledge of the Australian
Curriculum.
o Provided with quality professional development to build teacher data literacy skills to analyse and inform
teaching and differentiate learning opportunities.
• Teachers - Weekly Professional Development on Curriculum, Pedagogy, Inclusion, Supporting Social
Emotional Development
o Formal coaching/observation/feedback using the Gradual Release of Responsibility model.
o Formal observation and feedback sessions.
o ‘Watching others Work’ opportunities.
o Teachers are released each term for collaborative planning.
Positive impact in curriculum and planning:
enables larger teams of teachers working with similar cohorts
increases the capacity of teachers to authentically collaborate on programming and assessment
enhances consistent teacher judgement and practice.
We will collect data and measure the impact of this increased collaborative practice on student achievement.
Planning for the Curriculum
The curriculum
2 year cycle of curriculum 2021 – A cycle 2022 – B cycle
Cycle A - 2021
English All aspects of achievement standard for each year level.
All aspects of achievement standard for each year level.
Mathematics All aspects of achievement standard for each year level.
All aspects of achievement standard for each year level.
Science and HaSS (Humanities & Social Sciences)
Learning Area 2021 Year Level Content 2022 Year Level Content
Science Science understanding for Prep, Yrs 2, 4, & 6.
Science understanding for Prep, Yrs 1, 3, & 5
HASS HASS Knowledge and Understanding for Prep, Yrs 2, 4, & 6.
HASS Knowledge and Understanding Understanding for Prep, Yrs 1, 3, & 5
Inquiry skills in both learning areas are banded in 2 year cycles 1&2, 3&4, 5&6
The Arts, Technologies, HPE & German
Learning Area Year Level Content The Arts These subjects are mostly banded in
2 year cycles.
Technologies
HPE
• Event Based • Project • Explicit • Blended • Direct Teaching • Inquiry • Play based
Middle & Senior
some of ACARA’s general capabilities)
Curious and Connected Learners
Stages of curriculum integration
Links between learning areas.
Inquiry based and AAP inclusions in each learning area
Incorporate more portfolio work, checkpoint assessment, and age appropriate assessments
Stage 2 Move from department’s documents to develop curriculum directly from Australian Curriculum.
Continue to use ACARA for planning, teaching, assessing and reporting.
Strong connections between learning areas.
Integration of assessment between learning areas.
More inquiry questions and creative ways to demonstrate learning
Stage 3 Integrated planning, teaching and assessment across most Learning Areas
Each term to include at least one individual and one collaborative assessment.
Further integration of AAP and inquiry learning.
References
Multi-age or composite classes 2014-2017 Centre for Education Statistics and Evaluation, NSW DoE
The Conversation: Are mixed-grade classes any better or worse for learning? (2015) Linley Cornish, Chair of Teaching and Learning, UNE
Multiage Education: An Exploration of Advantages and Disadvantages through a Systematic Review of the Literature (2019) Ronksley-Pavia, Barton, Pendergast: Griffith University and University of Southern Queensland
MULTIAGE INSTRUCTION AND INCLUSION: A Collaborative Approach (2006) Stuart, Shannon K: University of Wisconsin-Whitewater
Other relevant sources: Visible Learning for Teaching, Maximising Impact on Learning, John Hattie, December 2011 Inside a Multi-Age Classroom (2017) Stuart Miller, The Atlantic Magazine
Effectiveness of Multi-Grade Classes: Cooperative Learning as a Key Element of Success World Academy of Science, Engineering and Technology 8 2005
The Advantages and Disadvantages of Multi-age Classrooms in the Era of NCLB Accountability Ruiting Song, Terry E. Spradlin, and Jonathan A. Plucker Centre for evaluation and Education Policy
Learning and teaching in multigrade settings Little, Angela W Education for All Global Monitoring Report 2005
WHY Multi-age at Ferny Hills State SchoolParent Information Session
Welcome from Mr Geisel
What is Multi-age? – Not Composite
Ferny Hills State School 2021 Priorities
Planning for the Curriculum - 2020
Planning Process - Class Structure
Options provided by Teachers
Did you know?
Did you know?
Pedagogy How teachers teach
Pedagogy - How teachers teach
Pedagogy - How teachers teach
Pedagogy - How teachers teach
Teacher Developmentand Leadership Team Support
Teacher and Teacher Aide Development and Leadership Team Support continued…
Planning for the Curriculum
Slide Number 28
Pedagogy
House Keeping (Toilets, Mobile Phones & Emergency Exits)
Information Session Protocols
- Respect for presenters
- Value others’ opinions
Building Strong Relationships
Like you, we have a vested interest in providing the best education for your child
I’d like to acknowledge teaching staff in attendance
(They’re here because they care, they believe in what we are doing and they’re part of our team.)
I’d like to Acknowledge the dedication and tireless efforts of my Leadership Team (Gemma, Carly & Jo), Teachers and Teacher Aides
Learning is personable at Ferny Hills SS. I know your child’s name, the majority of staff know your child’s name.
At our school, strategic decision making is always driven by What is best for Ferny Hills students
Our aim is to broaden & improve learning relationships across all year levels
Our curriculum & pedagogical approach will develop & foster vertical friendships (Prep – Yr. 6) to help support deeper learning, peer coaching and tutoring
2021 – A reset and opportunity to work together.
An opportunity to reinvigorate curriculum, learning & pedagogy
A chance to improve student well-being & relationships throughout our school
An invitation to attend a suite of Parent Professional Learning Workshops in 2021:
- Multi-age Learning, Teaching and Curriculum
- Age Appropriate Pedagogies
- Inquiry Based Learning
What is Multi-age? – Not Composite
’multi-age’ - a class comprised of children of different ages intentionally grouped for learning.
All students participate in the same units at their own level.
Deliberate structure in which children of different ages are grouped together.
The teacher, as facilitator, uses a variety of instructional strategies to focus on the individual needs of the learner.
‘composite’ - a class where students in each grade study a different curriculum.
Formed to cope with the problem of uneven year level enrolments.
Half the class work on one curriculum with teacher while other half work independently on own curriculum - then swap.
Multi-age education is not a return to the one-room schoolhouse of yore, in which students of all ages learned different subjects in one space. Instead, students from (typically) two grades learn together in an environment that, advocates say, encourages cooperation and mentoring while allowing struggling students enough time to master material.
Inside a Multi-age Classroom - Dividing students by arbitrary birthdate ranges doesn’t make sense STUART MILLER MAY 9, 2017
Ferny Hills State School 2021 Priorities
Staff and Student Wellbeing Inquiry Based Learning and Age Appropriate Pedagogy Inclusive Education continues from 2019 & 2020 Attendance – 96%
Reading, Writing and Numeracy will continue to be embedded within our priorities.
Planning for the Curriculum - 2020
15 Classes
resources
6 or 7 Learning Areas to plan individually or in pairs
Increased work load, planning more LAs
Co-teaching with inclusive education
• Focused Teaching
• Intensive Teaching
1. Look at total enrolments, per year level, for 2021
2. Leadership Team draft class structures, ensuring: Class sizes meet policy mandate – P-3 max. 25 per class, 4-6 max. 28 per class
Capacity to have an even spread of students with additional needs
Capacity to have separation of problematic student relationships
Capacity to meet parent requests: separation of students, friendship and teacher relationship.
3. Share draft with teachers.
4. During Twilight PD teachers worked with the draft to formulate alternative options.
5. Brief – Look at your wellbeing, work life balance, a structure you believe will work for you, our students and support quality pedagogy and curriculum delivery.
Options provided by Teachers
Enrolment Numbers Per Year level Year level/s Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
No. Students 74 51 56 55 56 54 40
OPTION 1 Class no. 1 2 3 4 5 6 7 8 Year Level/s Prep Prep Prep Prep/1 Year 1/2 Year 1/2 Year 1/2 Year 1/2 Year Level/s Year 3/4 Year 3/4 Year 3/4 Year 3/4 Year 4/5 Year 5/6 Year 5/6 Year 5/6
OPTION 2 Class no. 1 2 3 4 5 6 7 8 Year Level/s Prep Prep Prep P1 Year 1 Year 1/2 Year 2 Year 2 Year Level/s Year 3 Year 3 Year 3/4 Year 4 Year 4/5 Year 5 Year 5/6 Year 6
OPTION 3 Class no. 1 2 3 4 5 6 7 8 Year Level/s P/1/2 P/1/2 P/1/2 P/1/2 P/1/2 P/1/2 P/1/2 P/1/2 Year Level 3/4/5 3/4/5 3/4/5 3/4/5 4/5/6 4/5/6 4/5/6 4/5/6
Planning for the Curriculum - 2021
16 Classes 6 Curriculum Plans 2 Teacher planning individually without collegial collaboration Teachers work in cohorts of 3- 4 teachers, sharing planning responsibilities, professional
knowledge, resources 6 or 7 Learning Areas to plan, share amongst 3 or 4 teachers Decreased workload; less LAs to individually plan Consistency of curriculum delivery in each band of curriculum Co-teaching with inclusive education team continued from 2019 and 2020 Three Tiers of Planning for Student need:
• Differentiated Teaching • Focused Teaching • Intensive Teaching
Did you know?
Children are:
• experienced at collaborating with and socialising with children of other ages
• neighbours, their cousins, family friends
• friends from sport, dance and other extracurricular activities.
It is rare that they are all from the same year level at school, and yet they (usually!) get along well and have positive relationships.
A child’s year level at school indicates their age (within a 24- month span) and the average length of time each age group has been at school.
Children DO NOT all learn the same things at the same time, same rate and the same age.
Children differ greatly in their rate of development - Emotional
Social
Cognitive
Academic
Physical
The varied levels of social and emotional development found among children of different ages means they can be both supported by and supportive of one another.
Class organisation “will not determine either educational advantage or disadvantage” (NSW DET 1997).
Did you know?
Multi-age or single year level classes are made up of learners: with a wide range of abilities
working at different developmental stages
with and age range of up to two years difference
with different needs
Research and experience, tells us that in any class, be it straight or multi-age, there is up 5 years academic ability range
In a sense, every class is a ‘multi-age’ class.
Department of Education Inclusion Policy
Inclusion Policy June 2018 and Every Student Succeeding Plan: Policy Statement
Inclusive education means that students can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices.
The Department's Plan is to ensure every school day, in every state school, our teachers and school leaders are maximising outcomes for all students.
Students experience inclusive education when they:
Assess and participate in learning
Work alongside similar age peers
Are supported by reasonable adjustments
Have teaching strategies tailored to meet needs
Embedded in all aspects of school life
Are supported by culture, policy and every day practice.
Multi-age Classes support Inclusive Education
Teacher Aide Advisory Visiting Teacher
Our Learning Community
Pedagogy How teachers teach
Pedagogy - How teachers teach
The most important factors in determining student success are the quality of the teacher and his or her teaching.
Multi-age or composite classes 2014-2017 Centre for Education Statistics and Evaluation, NSW DoE
Pedagogy - How teachers teach
• Age Appropriate Pedagogy – P-2
• Collaborative Inquiry Based Learning – based on Kath Murdoch’s work and the Australian Curriculum
• The teacher as facilitator
• Explicit Instruction - gradual release of responsibility
• Formative assessment
Pedagogy - How teachers teach
Teaching in multi-age classes occurs with whole class, group or individual activities: A topic is presented to the whole class, a
general task is set and then the teacher follows up with groups or individuals.
Teaching in any year level is based on the needs of the student: Quality teaching that is differentiated to
meet the needs of every student.
The multi-age classroom caters for:
independence in learning interdependence in learning cross-age relationships collaborative learning academic learning, and social needs of children
The multi-age classroom is a supportive environment in which diversity is celebrated, effective social skills are developed, where parents are involved, and learners respect the thoughts, experiences and interests of others.
Teacher Development and
Leadership Team Support
Teacher and Teacher Aide Development and
Leadership Team Support continued… o Teachers have been on a four year rigorous journey in developing a thorough knowledge of the Australian
Curriculum.
o Provided with quality professional development to build teacher data literacy skills to analyse and inform
teaching and differentiate learning opportunities.
• Teachers - Weekly Professional Development on Curriculum, Pedagogy, Inclusion, Supporting Social
Emotional Development
o Formal coaching/observation/feedback using the Gradual Release of Responsibility model.
o Formal observation and feedback sessions.
o ‘Watching others Work’ opportunities.
o Teachers are released each term for collaborative planning.
Positive impact in curriculum and planning:
enables larger teams of teachers working with similar cohorts
increases the capacity of teachers to authentically collaborate on programming and assessment
enhances consistent teacher judgement and practice.
We will collect data and measure the impact of this increased collaborative practice on student achievement.
Planning for the Curriculum
The curriculum
2 year cycle of curriculum 2021 – A cycle 2022 – B cycle
Cycle A - 2021
English All aspects of achievement standard for each year level.
All aspects of achievement standard for each year level.
Mathematics All aspects of achievement standard for each year level.
All aspects of achievement standard for each year level.
Science and HaSS (Humanities & Social Sciences)
Learning Area 2021 Year Level Content 2022 Year Level Content
Science Science understanding for Prep, Yrs 2, 4, & 6.
Science understanding for Prep, Yrs 1, 3, & 5
HASS HASS Knowledge and Understanding for Prep, Yrs 2, 4, & 6.
HASS Knowledge and Understanding Understanding for Prep, Yrs 1, 3, & 5
Inquiry skills in both learning areas are banded in 2 year cycles 1&2, 3&4, 5&6
The Arts, Technologies, HPE & German
Learning Area Year Level Content The Arts These subjects are mostly banded in
2 year cycles.
Technologies
HPE
• Event Based • Project • Explicit • Blended • Direct Teaching • Inquiry • Play based
Middle & Senior
some of ACARA’s general capabilities)
Curious and Connected Learners
Stages of curriculum integration
Links between learning areas.
Inquiry based and AAP inclusions in each learning area
Incorporate more portfolio work, checkpoint assessment, and age appropriate assessments
Stage 2 Move from department’s documents to develop curriculum directly from Australian Curriculum.
Continue to use ACARA for planning, teaching, assessing and reporting.
Strong connections between learning areas.
Integration of assessment between learning areas.
More inquiry questions and creative ways to demonstrate learning
Stage 3 Integrated planning, teaching and assessment across most Learning Areas
Each term to include at least one individual and one collaborative assessment.
Further integration of AAP and inquiry learning.
References
Multi-age or composite classes 2014-2017 Centre for Education Statistics and Evaluation, NSW DoE
The Conversation: Are mixed-grade classes any better or worse for learning? (2015) Linley Cornish, Chair of Teaching and Learning, UNE
Multiage Education: An Exploration of Advantages and Disadvantages through a Systematic Review of the Literature (2019) Ronksley-Pavia, Barton, Pendergast: Griffith University and University of Southern Queensland
MULTIAGE INSTRUCTION AND INCLUSION: A Collaborative Approach (2006) Stuart, Shannon K: University of Wisconsin-Whitewater
Other relevant sources: Visible Learning for Teaching, Maximising Impact on Learning, John Hattie, December 2011 Inside a Multi-Age Classroom (2017) Stuart Miller, The Atlantic Magazine
Effectiveness of Multi-Grade Classes: Cooperative Learning as a Key Element of Success World Academy of Science, Engineering and Technology 8 2005
The Advantages and Disadvantages of Multi-age Classrooms in the Era of NCLB Accountability Ruiting Song, Terry E. Spradlin, and Jonathan A. Plucker Centre for evaluation and Education Policy
Learning and teaching in multigrade settings Little, Angela W Education for All Global Monitoring Report 2005
WHY Multi-age at Ferny Hills State SchoolParent Information Session
Welcome from Mr Geisel
What is Multi-age? – Not Composite
Ferny Hills State School 2021 Priorities
Planning for the Curriculum - 2020
Planning Process - Class Structure
Options provided by Teachers
Did you know?
Did you know?
Pedagogy How teachers teach
Pedagogy - How teachers teach
Pedagogy - How teachers teach
Pedagogy - How teachers teach
Teacher Developmentand Leadership Team Support
Teacher and Teacher Aide Development and Leadership Team Support continued…
Planning for the Curriculum
Slide Number 28
Pedagogy