A multi-level class: an additional learning opportunity

At the beginning of the school year, parents were able to discover one of the characteristics of école M : the multi-level classes where our pupils from 2 to 5 years of age are brought together and receive personalised teaching.

Multi-age classes promote differentiated instruction, meaning teaching is adapted to the individual needs of each student. Furthermore, interactions between older and younger children reinforce learning. While some parents may have initially been concerned by this pedagogical choice, the results and satisfaction have been very positive.

Here are several points that explain why having different levels in the classroom is an additional learning opportunity.

1. Heterogeneity promotes differentiated instruction

Differentiated instruction allows teaching to be adapted to each student. Teachers and teaching assistants closely monitor children's learning. For example:

• In the morning, between 8:30 and 9:00 AM, during free play activities: some children play independently, for example, by building words with the help of pictures. Others are assisted by an adult to differentiate between letters and their corresponding sounds.
• In the afternoon, between 1:45 and 3:40 PM: after nap time, children engage in independent or paired activities. Once again, adults can personalize their support for students, teaching them how to color or cut with scissors.

2. The presence of three adults per class allows for personalized support

Having 3 adults per class for about twenty students offers a real opportunity to support all students in their diverse needs. Personalized support applies to students of all levels. Taking into account the specific characteristics and needs of each student, it is built upon their individual requirements and progress.

With an English-speaking teacher, a French-speaking teacher, and a teaching assistant in each class for approximately 25 students, children benefit from strong, high-quality supervision.

3. Optimized learning time

Passive listening is not optimal for children; they need to be active for better learning. The heterogeneity of levels allows some students to work independently. These students work and retain more, thus optimizing their 'learning time'.

Furthermore, the heterogeneity of levels in the classroom allows for genuine continuity in learning.

• Beyond their age, differences in student levels already existed at the start of the school year.
• In all cases, there is genuine continuity in learning. Students, who are more often given independent work, ultimately learn more.

4. Very Positive Results

In terms of autonomy and classroom participation, multi-age classrooms offer significant added value. Students better understand the purpose of school, become more independent, and learn to take responsibility for themselves. From a social skills perspective, it's undeniable that students are better prepared. This is crucial for middle school, where they receive less supervision. (The FCPE addresses some questions you might have as parents here).

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