Our Early Childhood Programme is based on a foundation of play.

“...the deliberate mixing of children from various age groups of more than one year in the one class.”

This model is frequently used in early childhood settings due to its many benefits. In the same way that children of different ages in families live, play and learn together, family classes allow children to learn from each other, for younger ones to feel supported and nurtured by their older peers, and for the older ones to develop their leadership skills. In terms of learning, when we mix students in this way, we can treat them as individuals and honour their different rates of development.

"In a mixed-age group, a teacher is more likely to address differences, not only between children but within each individual child. In a mixed-age group, it is acceptable for a child to be ahead of his or her same-age peers in math, for example, but behind them in reading, or social competence, or vice versa." Katz (1995)

Mixed-age classes have been widely used in school since research began exploring their benefits as far back as the 1980s. More recent research continues to support the many benefits of this model, including:

• supports social-emotional development in both older and younger students

• fosters a sense of uniqueness for each child - rather than feeling pressured to keep up with their peers, children have an opportunity to find their own voice and develop their individuality

• encourages cooperation rather than competition

• improves confidence, tolerance and a feeling of security

“Benefits include more holistic, child-responsive curriculum practices that consider the understandings, capabilities and dispositions that children need for future work, e.g. working in diverse environments that seek workers who are multi-skilled, literate, cooperative, creative, adaptable, independent and resourceful. 

Children and teachers usually have the opportunity to work together for more than one year, which enhances continuity of learning and the forming of positive relationships with teachers and children, and between children. 

Because of the mixed age group, the younger children benefit from the positive models of older children, often aspiring to their levels of capability. At the same time, the older children rise to the expectations of the younger children and teacher, being very responsible and having opportunities to lend and use their expertise.”

Articles about Multi-age Education (2006; p3) 

As a play-based PYP programme, the early childhood curriculum focuses on knowing our learners as unique individuals. The four learning domains enable children to develop at their own pace, with teachers observing and supporting their progress and next steps. 

 The model for family classes means that K1 students can benefit from two years with the same teacher, who will get to know them very well and can continue to support their growth. In their second year in a family class, students become the older group in the class, with opportunities to support and guide their younger peers. 

The curriculum will work on a two-year rolling cycle of units of inquiry, so children will not repeat the same units. We focus on each child's development in the four domains of learning and provide learning experiences that challenge each child wherever they are in their learning.

Benefits of Mixed-Age Groups in Early Child Education (2020)

KidSource: Mixed-Age Grouping: What Does the Research Say, and How Can Parents Use This Information? (1998)

The Benefits of Mixed-Age Grouping. ERIC Digest. (1989)

The benefits of mixed-age grouping at child care - CareforKids.com.au (2020)

Mixed-age grouping - why we love it! - The Spoke – Early Childhood Australia's Blog (2016)

Mixed-Age Groups – Win, win? (2020)

Articles about Multi-age Education (2006)