Composite Classes

Composite classes are where two levels are combined in one class (e.g. students from Class Level 3 and Class Level 4 are placed into the same group).  Teachers should refer to the curriculum documents for both levels to inform their teaching of composite classes and select appropriate Themes, Focus of Study and Learning Experiences and Language and Skills for their cohort of students. 

Although, two curriculum documents are used with a composite class, it is recommended teachers aim for students to achieve the higher of the two level’s Learning Outcomes.   That is, moving from the lower of the two class level’s Learning Outcomes and working towards achieving the next level’s Learning Outcomes. Teachers should therefore differentiate their teaching by working on the same materials but by providing extra scaffolding and support to ensure the lower level students are able to succeed. 

All students in the composite class should complete the same assessment tasks (see 3. Approach to Assessment for more details about implementing assessment.) However, each assessment task’s Learning Outcomes and criteria rubric should be adjusted to match the Learning Outcomes for the class level of the student.  For example, students in a Class Level 1 and 2 composite receive the same assessment task but a student who is from Class Level 1 should be marked according to the Learning Outcomes 2 and a student from Class Level 2 should be marked according to the Learning Outcomes 3.

When students are placed in composite classes consecutively, teachers should modify Themes, Focus of Study and Learning Experiences, Language and Skills as well as teaching resources and assessment tasks to ensure students are provided with a range of different learning experiences.