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Ideas for using iMaths in composite classes

iMaths 23/5/14

Note: iMaths is in its final year and will be discontinued at the end of 2024. If you’re looking for a primary maths resource written for the Australian Curriculum Version 9.0, explore Maths Trek.

Composite class teachers know the key to teaching their classes successfully is to apply a variety of strategies. Here are some tips and suggestions from iMaths teachers that you may find useful for your own composite class.

Teach to groups

Dividing your class into year level or ability groups allows you to explicitly teach concepts to one group while the other completes a range of independent learning activities such as Student Book questions, Differentiation tasks and interactive maths games at the student site.

Try the Composite Yearly Plan

The Composite Yearly Plan provides a framework to fulfil the maths curriculum for both desired year levels simultaneously. Each Composite Yearly Plan matches Investigations or groups of Topics from each year level that contain similar content. This enables you to teach concepts to the whole class and then target each year level’s specific needs. Each student can then be assessed at their appropriate year level. Composite Yearly Plans are available as a PDF in the Prep & Planning section of iMaths Online.

Collaborate with other classes

If you have multiple composite classes in your school, ‘cross-class grouping’ is ideal for completing Investigations. After you have taught the Topics in your existing composite class, students of the same year level can collaborate with those from another class to complete an Investigation.

Build on Investigations

Students in composite classes can end up working on the same Investigation two years in a row. However, this can be extremely positive as repeating an Investigation is often a golden opportunity to consolidate learning. iMaths Investigations are so flexible that you can apply content at a higher level, or attempt extension activities, such as the Inquiry tasks, to challenge those students who might be familiar with the content. A different set of expectations for assessment can also be applied to those students.

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