Flexible progression through their years of schooling, recognizing that children will learn at different rates. Problems associated with a yearly transition from one grade to another can be overcome. Role modeling for children, accepting that youngsters can learn from other children around them. It increases opportunities for cooperation, particularly with older pupils helping younger ones and giving them some of the extra attention and practical assistance they need. A more natural learning situation is established.
Children work at their own maximum pace, helping each other by intention or invitation.
Their program is not geared to the work of a single year but can be adjusted over a two or three year period. A child of low scholastic ability is able to take longer than usual to progress through the lower school without repetition of a whole year's work. The structure of the class is more stable, with the top level children moving out at the end of any year and the others remaining. The fear that children will lose contact with their own age groups is unfounded. The teacher has a nucleus of children, trained in the details of the class organization, who keep it going while newcomers are absorbed into the group.