Primary School Wittenbach - created with PUPIL

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According to a motion from the citizens' assembly, the Wittenbach municipal council commissioned a specialist report on the effects of the change from year-group classes to mixed-age learning (AdL). After careful analysis, the municipal council reaffirmed its position that AdL and inclusive teaching are part of the school model.

The Primary School Wittenbach has developed a new school model to meet the social and educational demands of the future (see announcement of 23 September 2024). The change from year-group classes to 2-year or 4-year mixed-age classes – the so-called mixed-age learning (AdL) – sparked discussions at the citizens' assembly on 25 November 2024. The eligible voters approved a motion to have the effects of AdL on the schoolchildren, teachers, and staff assessed neutrally and independently. The municipal council commissioned the Institute for School and Profession at the University of Teacher Education St.Gallen (ISP-PHSG) for this purpose. A specialist report now available discusses scientific findings on four central developmental components that interact in implementation: AdL, inclusive support (dissolution of small classes), cooperation in core teams, and the design of learning landscapes.

Schools must strive for new forms of learning

As the authors of the report write, AdL particularly eases the transition from kindergarten to lower school and promotes cross-disciplinary competence development. AdL has the potential to positively influence children's learning. It is central that teachers recognise the purpose and benefits of AdL and possess the necessary knowledge to implement the concept. Schools must strive to complement the tradition of frontal teaching with methods that promote independent learning, the report continues. Furthermore, AdL has neither positive nor negative effects on the performance of pupils.

Inclusive teaching: no negative effects

The PH specialist report also deals with the integration of children with special learning needs. Thanks to integrated support in primary school, pupils with learning difficulties are more often able to complete a secondary level II qualification. Integration has no negative effects on the academic progress of classmates without support needs. However, resources and a coherent support concept are necessary for successful inclusive support. A support concept has been in place in Wittenbach for several years.

Networking learning landscapes

The PH report also addresses the so-called learning landscapes. Learning landscapes are flexibly designed learning environments that network various learning offers, materials, and methods. "Learning landscapes enable the breaking up of class structures. This promotes, among other things, the shared use of resources but also supports closer collaboration between teachers," the report states.

A decisive factor for the success of school development is the cooperation between teachers and educational professionals, write the authors from PH St.Gallen. Cooperation in core teams is also a component of Wittenbach's school development.

AdL and integration are being implemented

The municipal council has carefully evaluated the specialist report with the involvement of the education commission and the primary school principalship. The municipal council reaffirms its position that mixed-age learning (AdL) and inclusive teaching are components of the school model. Both must be accompanied by supplementary measures. The education commission is tasked with creating the conditions for the gradual introduction of AdL. To dispel uncertainties and reservations about the educational developments, the school and municipal council are intensifying communication efforts.