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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 pedagogical differentiation. This means adapting the teaching to the needs of the pupil. Also, the interactions between the older and younger children consolidate learning. If some parents were initially worried about this pedagogical choice, the results and satisfaction are there.

Here are several points that explain how heterogeneity of levels in the classroom is an additional learning opportunity.

1. Heterogeneity favours pedagogical differentiation

Differentiated teaching allows teaching to be adapted to the pupil. The teachers and educational assistants closely follow the children in their learning. For example:

• In the morning between 8:30 and 9:00 a.m. during free activities : some children play independently, building words with the help of pictures for example. Others are helped by an adult to differentiate the letters and sounds corresponding to them.

• In the afternoon between 1.45 and 3.40 pm: after the siesta, there are independent or paired activities. Once again, the adults can personalise their support to pupils to teach them to colour or cut out with scissors.

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

Having 3 adults per class for about 20 pupils offers a real possibility to accompany all pupils in their heterogeneity. Personalized support concerns students of all levels. Taking into account the specificities and needs of each pupil, it is built around their needs and progress. 

With an English teacher, a French teacher and a teaching assistant in each class for approximately 25 students, the students benefit from a high level of quality supervision. 

3. Optimised working time

Passive listening is not optimal for children. They need to be active for better learning. The heterogeneity of levels makes it possible to place certain pupils in autonomy. These pupils work and retain more, so their "working time" is optimised.

Also, the heterogeneity of levels in the class allows a real continuity of learning. 

• In addition to their age, there were differences in the levels of the students at the beginning of the school year.

• In all cases, there is a real continuity of learning. Pupils, more often placed in autonomy, finally work more.

4. Very positive results

In terms of autonomy and participation in the classroom, the multi-age class provides real added value. The pupil understands better the meaning of school, becomes more autonomous and learns to take charge of his or her own life. From the point of view of social skills, it is undeniable that the pupils are better prepared. And this is crucial for secondary school, because they are less supervised there. The FCPE answers some of the questions that you may have as a parents).