Browse the AERO collection

This research report uses evidence to provide guidance for secondary school leaders in making decisions about staffing, timetabling and intensity when delivering interventions in schools.

Staff at Paramatta Marist High School (NSW), Parafield Gardens High School (SA), East Loddon P–12 College (Vic), Craigmore High School (SA), Como Secondary College (WA) and Mount Rowan Secondary College (Vic) discuss how they identify students in need of literacy and numeracy intervention within an MTSS framework aligned with AERO’s guidance.

Staff at Craigmore High School explain why they implemented MTSS, what the different tiers of intervention look like and what impact they have seen. Craigmore High School is a low-SES government school, located 30 minutes north of Adelaide, with many students coming from diverse backgrounds.

AERO’s submission identifies 3 evidence-based teaching practices that should form the core content basis of the ACT’s support to schools. It recommends the ACT Education Directorate work with schools to implement these practices and outlines principles and support mechanisms for this.

This explainer provides an introduction to the multi-tiered system of supports framework (MTSS) for secondary school leaders and teachers looking to support students in improving their literacy and numeracy skills.

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 document summarises key findings and recommendations from an analysis of Australian Early Development Census (AEDC) data conducted by AERO in 2022.

This report details how children's learning and development progresses in the early years of school, using findings from national linked data from the Australian Early Development Census and National Assessment Program.

This early childhood learning trajectory focus on children’s progress in mathematical thinking, to support you to plan the next steps in their learning and development.

This summary presents the key findings from 2 reports on better supporting students who enter secondary school with gaps in their foundational literacy and numeracy skills.

This unit plan was developed by Ochre Education and Maths teacher Sue Davis. It outlines her approach to teaching a Year 3 unit of Maths on place value.