Guides & resources

This practice guide draws on evidence to help secondary school leaders understand assessments and strategies used to support students in an MTSS framework.

This tool shows how the Australian Early Development Census (AEDC) Language and Cognitive skill domain items align to both the Australian Curriculum (English and Maths) and the National Literacy and Numeracy Learning Progressions (NLNLP).

This Early Childhood Learning Trajectory looks at children’s progress in mathematical thinking to help teachers and educators plan the next steps in their learning and development.

This example lesson plan was developed by Ochre Education and maths teacher Sue Davis. It outlines her approach to teaching a Year 3 maths lesson on reading and writing 4-digit numbers.

This example lesson plan was developed by Ochre Education and maths teacher Sue Davis. It outlines her approach to teaching a Year 3 maths lesson on reading and writing 4-digit numbers.

This lesson plan was developed by Ochre Education and maths teacher Sue Davis. It outlines her approach to teaching a Year 3 maths lesson on reading and writing 4-digit numbers.

This example lesson plan was developed by Ochre Education and maths teacher Sue Davis. It outlines her approach to teaching a Year 3 maths lesson on reading and writing 4-digit numbers.

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses mastery learning in her mathematics lessons.

Formative assessment is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses formative assessment in her mathematics lessons.

Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses explicit instruction in her mathematics lessons.

This document provides a suggested outline for facilitating a group session where teachers can use the explicit instruction in maths video to reflect on their own practice. It could also provide guidance for activities for self-directed professional reflection.

This document provides a suggested outline for facilitating a group session where teachers can use the formative assessment in maths video to reflect on their own practice. It could also provide guidance for activities for self-directed reflection.