The elementary K/ 1 and 2/ 3 classrooms are intentionally multi-aged classes formed by placing together a balance of numbers of students of different age groups with a range of achievement levels. The teachers plan instruction and assessment expecting and celebrating diversity within the class. The curriculum is on a two-year cycle and students remain with the same teacher for two years.
The multiage concept is child centered. As a result, the teacher is continually shaping and developing the program to suit the students, instead of trying to fit the children into a prescribed set of outcomes. Students are accountable to the teacher and to their parents in the student-led conference held each term. Older students have the benefit of developing leadership positions within the class community and reflecting on their academic progress as they revisit basic concepts with their younger classmates. The more advanced student is freed from the constraints of a graded curriculum when the teacher is designing a program from a child centered perspective. At the same time, children that would struggle in a traditional graded classroom experience success when given more choice in the level of daily activities. Research has found that when compared to children in single age classes, children in multiage classes are on par academically with students taught in single age classrooms and are superior in study habits, social interaction, self-motivation, cooperation, and attitudes toward school.