This approach aimed to reduce the number of teaching groups within the classroom. Under this method, the entire class focuses on one grade’s curriculum for a year, followed by the syllabus of the other grade the subsequent school year, resulting in both grades being instructed together. This organisational system, however, may pose challenges for learners who start studying a subject like geography or history using materials designed for a higher grade. As Tyk (2014) suggests, the most effective teaching approach often referred to as whole-class teaching involves the teacher teaching all learners simultaneously. The teacher selects appropriate lessons or units that can be taught to all learners collectively. The teacher then delivers the same content using consistent teaching and learning methods, expecting identical outcomes from all learners, regardless of their formally assigned grade (e.g., learners in the multi-grade teaching setting spanning grades 4-6 sharing the same classroom). The teacher has the flexibility to choose which lessons or units are suitable for teaching to all grades within the multi-grade teaching classroom.

To group learners for teaching, including whole-class teaching, teachers must identify subjects or topics that share sufficient similarities, enabling them to be taught to the entire class simultaneously. This necessitates teachers’ engagement in curriculum mapping, which involves identifying overarching areas of similarity or themes that are revisited and expanded upon as part of the curriculum throughout the primary schooling years (Taole; Cornish, 2017). Curriculum mapping, when applied across the entire school, facilitates the instruction of many topics to the entire class, rather than separately to different grade levels. The sequence in which certain topics are studied becomes less important for specific subjects. For instance, numerous topics within the domains of social studies or science can be organised in a three-year cycle for a class encompassing three grade levels. The curriculum rotates in such a way that by the time a learner transitions out of the class, they will have been exposed to all the topics.

In multi-grade classrooms where learners exhibit diverse needs, this type of teaching is crucial for effectiveness. While most learners in multi-grade schools can benefit from initial learner-centred teaching and learning, some may not (Darsih, 2018). It helps uncover variations in interests, prior knowledge, or individual needs, allowing for the identification of learning challenges. Subsequently, the teacher seeks alternative ways to tailor instruction through differentiation (Pozas et al., 2021).

For instance, in multi-grade classrooms, teachers can form groups of two or three learners based on their grade level and their ability to collaborate effectively. They can inform the learners that not all activities need to be completed during a single lesson. Grade five learners can use the simpler activities as a review before moving on to more challenging tasks, while grade four learners can continue with the simpler activities. In each group, learners should engage in collaborative activities and peer-based learning. During these group activities, the teacher can visit each group to assess progress, evaluate their understanding, and provide direct instruction as necessary to support slower learners or challenge faster learners in grade six. However, it is essential to note that Bondie, Dahnke and Zusho (2019) caution against misconstruing differentiation to mean that teachers should lower expectations for struggling learners and consistently assign them easier tasks, as this can lead to these learners falling further behind.

When learners participate in collaborative group work and peer learning, this strategy can facilitate meaningful interaction between curriculum content, objectives, and processes, enabling the teacher to cover the curriculum within the allotted time while providing exceptional attention to the learning process. Consequently, this approach applies curriculum construction theories in practice by drawing upon both the objectives and process models. Deunk et al. (2018) further identify two strategies that can be employed in differentiation. The first strategy involves reconfiguring the curriculum for various grades into a unified curriculum by identifying common learning objectives or topics. The teacher then focuses on these shared elements and instructs the entire group as one, while providing differentiated tasks and activities. The second strategy involves using graded learning materials, which is a learner-centred and material-based approach. In this strategy, the curriculum is not sequenced traditionally, but the materials are designed to support learners.

Kulkarni (2015) emphasises that peer interactions foster a sense of belonging among learners, and positive collaborations with peers are associated with increased motivation to engage in learning and academic activities. Additionally, interactions among peers can lead to the development of metacognitive skills, transforming learners’ perceived negative motivation for classroom activities. For example, grade four learners who perceive that their peers prioritise learning and participation in academic activities due to their importance may become motivated to engage in these activities for the sake of learning rather than merely fulfilling requirements. It is important to note that effective peer interactions often require supervision and guidance from teachers. For instance, when learners in a multi-grade school informally teach each other, they may unintentionally dominate their peers (i.e., grade five learners may dominate grade four learners), offering minimal elaboration on their explanations or opportunities for their peers to engage actively, which can reduce the effectiveness of peer interaction.

Therefore, peer teaching enables teachers in multi-grade classrooms to focus on other grades while learners teach their peers. It also helps learners gain a better understanding of concepts that they may find challenging when taught solely by the teacher. Learners’ comprehension is enhanced when teachers provide opportunities for peer teaching, as peers use language and examples that are familiar to them. Peer tutors become proficient in the content because they understand their responsibility toward their peers (Guido, 2017). Teachers should rotate learners in the role of peer tutors to prevent overburdening any single learner. For instance, grade five learners can assist grade four learners during class activities that require them to apply core concepts and then explain these concepts to their fellow learners, while the teacher focuses on grade six learners. This fosters knowledge sharing and meaningful engagement among learners in the classroom. From the perspective of social learning, the cognitive process of peer learning in multi-grade classes is based on learners co-constructing knowledge collaboratively with their peers (AbdulRaheem; Yusuf; Odutayo, 2017). In essence, peer instruction enhances learners’ social skills and promotes learner-centred teaching.

Most participants stated that they are interested in whole class teaching as it allows for the provision of teaching to all learners. This instruction occurs when activities are given to learners after discussion of the content. T2: “I teach both grade four and five simultaneously and give the grade four an activity and then continue to give instruction to grade 5 at a more advance level”. The participants further emphasised that when employing whole class teaching in the multi-grade classroom they teach all learners of different grades at the same time and give them activities which differ according to their level of development.

Some participants maintain that they use differentiated instruction to demonstrate how teachers incorporate strategies in dealing with the needs, interests, and learning style of the multi-grade learners. T8: “In my class I use differentiated teaching method, where learners are provided with tasks differently according to their abilities”. Participants further said that they conduct the activities differently according to the capability and skills of the learners. They also commented that to maximise their time in teaching with multi-grade groups, academically stronger learners are given activities that they can perform individually. T10: “In differentiated teaching, I allow those learners who are gifted academically to learn independently”. The participants have affirmed that academically stronger learners typically require minimal explanation from the teacher. The teacher’s role is limited to providing instructions to these learners, who take responsibility for the remaining activities themselves.

A few participants mentioned a preference for a differentiated teaching approach depending on the subject or theme to be covered. They explained that this method serves to assess the existing knowledge of learners with varying abilities across different grades. According to one participant, the question-and-answer method is employed to determine learners’ critical thinking skills. Following this initial phase, participants indicated that they transition to the lecture method, where learners receive more detailed information. P2: “I use a lecture method for comprehension in English and Sesotho and ask learners questions so as to test their understanding”. The participants stressed the point that the lecture method is also used in combination with charts and textbooks, as stated by T3: “As a teacher in the multi-grade classroom I use charts to explain what I say and use the textbook to refer the learners to information discussed in class”. Thus, learners are asked questions and provides answers based on what they see on charts and textbooks.

Most participants indicated that it is impossible to provide learners of different grades with an equal opportunity to learn. Participants further mentioned that teaching learners from different grades is not easy because these learners are not always taught the same topics with the same teaching strategies. For example, grade four and five learners cannot work together on many assignments because of their different ability levels. T4: “It would probably not be helpful to the teacher to come-up with the same topic and different teaching strategies and yet the ability level and grade level of grades four and five learners are not the same”.

Several participants pointed out that the amalgamation of topics delivered with the same or different teaching strategies is a valuable approach to ensure that all learners have an equitable learning opportunity during lesson presentations. They explained that they amalgamate topics and subsequently group learners based on their grade levels. This grouping approach allows teachers to address the unique learning needs of each grade through the use of various teaching strategies. The Department of Basic Education (2015) confirms that in multi-grade teaching, teachers cover the same topics simultaneously for all learners. However, they differentiate the conceptual complexity of the activities to align with the appropriate level for each grade and the developmental stage of the learners. P5: “Teachers and the school management in the multi-grade schools should be familiar and conversant with curriculum differentiation. Different strategies can then be implemented at different times”. These participants elaborated on curriculum differentiation, describing it as a method that effectively adapts the curriculum and content to cater to diverse learners, including those facing learning obstacles.

A few participants highlighted the significance of social interaction in ensuring equal learning opportunities. They suggested that learning through interaction has the potential to enhance learners’ comprehension beyond what they can achieve when working independently. T3: “The idea that leads me to consider ZPD is that learners learn best when working together with others during joint collaboration”. The participant refers here to Vygotsky’s Zone of Proximal Development which denotes the range of tasks that a learner can perform with the guidance and support of a more knowledgeable other but cannot yet accomplish independently. The argument from participants is that social learning is that cognition and intelligence are not the property of individual learners but arise from interaction with other learners in the learning environment.

Most participants pointed out that maintaining focus is a challenging task for learners in a multi-grade classroom. One participant specifically noted that when given tasks from higher-grade levels, such as grade four learners working on grade five or six material, they often struggle to complete their tasks independently. Another participant explained that when the teacher is occupied with grade six learners, the grade five learners face difficulties in completing their assignments without the teacher’s guidance. T13: “I am encountering a problem because grades four and five do not do their activities whilst I am busy with grade 6 because they struggle to complete work on my absentia. This strategy is therefore not always a success”. Grade four and five learners who are not engaged in activities, despite being given tasks to work on independently, often become disruptive by singing, fighting, and creating noise. In certain instances, when the teacher is teaching the grade four learners, grades five and six are requested to leave the classroom due to their disturbance.

Some participants mentioned that they utilise peer teaching as a method to maintain the learners’ focus on their tasks. They also emphasised that peer teaching is the most effective teaching strategy to implement in a multi-grade classroom. T7: “During peer teaching I choose leaders from each grade in order to facilitate learners’ participation in class”. One participant highlighted the importance of providing guidance to learners before they take on the role of peer leaders in teaching. As per the participants, in peer teaching, capable learners may assist the teacher by marking assignments and overseeing those learners who may require additional support. P3: “During peer teaching learners who understand the work quickly are given a task to help the slow learners who struggle with their activities”. Participants further elaborated that during peer teaching knowledge is shared by the learners who are on the same level by teaching other learners what they know.

Some participants noted that they employ classroom rules as a method to encourage learners to concentrate on their tasks. These participants recommended the importance of establishing classroom rules before proceeding with any teaching activity or strategy. T14: “I regard classroom rules as fundamental in order to keep order in the classroom. For me this actually forms part of my teaching strategy to engage all learners”. They further indicated that class rules should be adhered to daily to prevent possible disruptive behaviour during lessons and classwork activities.

Most participants emphasised that the success and appeal of implementation lie in the teacher teaching all grades within the same classroom. They believed that having multiple grades in a single classroom fosters a sense of competition among learners. Additionally, participants noted that younger learners benefit from exposure to the curriculum of older learners when they share a classroom and are exposed to various teaching strategies. Consequently, this arrangement enables younger learners to better assimilate the work of their older counterparts, given the collaborative learning environment. Learner collaboration through the strategy of peer teaching assist learners of all grades in the classroom. P6: “In multi-grade teaching learners share ideas with fellow learners and that makes the activities easy. The older learners gain some revision when they explain to the younger learners and the younger ones benefit by explanations that are more on their thinking level”.

One participant also mentioned that he is using different types of worksheets in the classroom to facilitate teaching for different grades. T1: “The instructional materials I use in the classroom are teacher-guided activity sheets, group learning worksheets, and individual practice sheets”. Furthermore, participants pointed out that when learners are required to share educational materials, their opportunities for individual learning are diminished in terms of both frequency and depth.

A participant indicated that she had to independently determine which teaching strategies would be most suitable for her situation, although she remained uncertain about whether these strategies were appropriate for multi-grade teaching. T12: “I want to make sure that I use correct teaching strategies when in my multi-grade classes, but I feel that I must make those decisions myself. I do not always know which strategy will work”.

A few participants argued that the primary challenge in implementing the multi-grade approach is the scarcity of time. They contended that effective multi-grade teaching demands a substantial investment in time to adapt their teaching strategies during lessons and activities to meet the diverse needs of learners across various grade levels. P1: “Time to cover all the work is always on my mind. Some teaching strategies take longer than others, so sometimes I must adapt my planning of a strategy for a certain grade”.