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What can be done to create more effective transitions from birth to Year 12, to support greater continuity of learning and better student outcomes?

Christine Jackson and Annie Fisher discuss the need to support teachers to teach writing in all subject areas.

In this article, Adam Inder shares findings from AERO’s Implementing Effective Tiered Interventions in Secondary Schools' project.

Jenny Donovan discusses AERO's analysis of NAPLAN writing data and the importance of writing instruction. Originally published in The Mandarin.

AERO has partnered with the National Outside School Hours Services Alliance (NOSHSA) to support continuity of learning and development for school-aged children as they move between out of school hours care (OSHC) services and school.

A new analysis of NAPLAN data reconfirms that while students’ backgrounds influence their literacy and numeracy achievement, their results are not wholly determined by socio-economic background.

How do we close equity gaps in learning and development, and best support children from disadvantaged backgrounds to catch up to their more advantaged peers?

Children’s transitions from early childhood education and care (ECEC) to school can have lasting effects on their learning and development.

Writing proficiency is central to student success during the school years, and it influences personal and vocational outcomes post-school. The importance of writing as a communication and learning tool cannot be overstated.