Class Placement Update

As mentioned in the last Principal News Post – we are nearing the end of the class placement process for 2018, having spent a considerable amount of time configuring balanced class groupings based on a range of factors (as previously outlined) and to ensure students’ needs are met.

In placing students into classes, we have considered; professional teacher judgements, the social and emotional needs of students, behaviour, gender, friendship groups, and special needs. Parent input was also considered as per the optional invitation. Requests from parents to have or not to have specific teachers or students in their child’s class were not considered.

  • On Wednesday morning 13th December, students will have the opportunity to visit their new classes for 2018, where they will spend 30 minutes with their new teacher/s and classmates. Year 7 students & students not returning to Craigburn will be supervised in the hall.
  • A letter with information about your child’s placement and end of year report will go home on this day.
  • We ask parents and caregivers to have a positive and supportive conversation with their child regarding their new class, having trust in them to be able to adjust to the challenges of a new learning environment and to make new friends.
  • Students generally adapt to their new class quickly. As the new school year commences we encourage parents and teachers to establish positive relationships.

Please note – Placements in these classes are final. 

Moving a student from one class to another inevitably changes the environment of multiple class groupings and for this reason, it is extremely difficult and rare for changes to be made.

Composite Classes

Each year, class groupings are configured based on student enrolments across each year level. This means that composite (split, multi-age) classes will occur. Grouping students in mixed year levels is a practical necessity and in fact provides flexible options to place students. It is common practice in schools.

Within any given year level there can be a span of 2-5 years of development. This is why our teachers work in professional learning teams across different year levels to plan, differentiate and assess learning. The wide range of student abilities in composite classes is no different from straight year level classrooms. Research by John Hattie informs us that the effect of composite classes has little impact on student achievement.

Respected world education visionary, Sir Ken Robinson says that the traditional 20th century model of schooling separates students based on their date of manufacture and often nothing to do with their strengths and interests.  Increasingly, schools are realising that students can benefit from being placed in multiage groupings – based on their strengths and interests as well as having the opportunity to experience peer mentoring and leadership.

Teachers working in tandem – other roles

Teachers are the same as most other people in the workforce in that they are entitled to work in a part-time capacity. This is common practice in most schools. There will be some classes taught by two teachers, both of whom will be working in a part-time capacity. This is referred to as tandem teaching. Teachers in these situations meet regularly to plan learning programs as well establishing shared classroom routines and practices.

There may also be instances of a class teacher taking on an additional leadership role within the school or Partnership of schools for 1 or 2 days per week. In these situations we do our best to employ teachers who know the students and school well.

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