The Classroom
FSW does NOT have “combination” classes; we have “multi-age” class groupings – and there is a significant difference between these two approaches. In “combination” classes, teachers run back and fourth between two separate groups of students teaching two entirely separate curriculums. At FSW, we design our curriculum around large themes, which encompass the same material as the NC Standard Course of Study and beyond. Learning activities are intentionally designed to be scaled. That is, each activity has a base level (on grade or even slightly below), a challenge (at grade level or above) and a super challenge (above grade level, sometimes by two or more grades). With this approach students can all engage in every activity and students who are able, can extend their learning well beyond the traditional grade level. Students, who are initially less able, see those around them working on the challenges and super challenges and will often follow suit as quickly as they are able. Older students are usually required to do the challenge work — and even the super challenges as the teacher recognizes that they are ready for more difficult work.

We use multi-age groupings for a variety of other important reasons as well. 1. Students and teachers get to build a multi-year relationship, which means that teachers can track a child’s development and growth more accurately and thoroughly. 2. Students benefit both from being the “older leader” and the “younger learner.” This is especially true for shyer students who would not normally gravitate to a leadership role, but are led to provide a model and guidance for younger students. 3. There are huge academic benefits for all students; clearly younger students are pulled along by the modeling of older students. Less obviously, research shows that older students benefit even more from this teacher-like role than the younger student as they solidify knowledge in the process of expressing it to others. 4. Multi-aging requires teachers to approach each child from a developmental perspective, focusing on his/her specific “next steps.”