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This commissioned report provides an overview of the evidence underpinning a knowledge-rich curriculum and outlines the key design features and enablers to effectively enact a knowledge-rich curriculum in schools.

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 explainer gives a brief introduction to cognitive load, focusing on ways to manage it for effective and efficient learning.

AERO's submission included an overview of how student wellbeing is measured in Australia and highlighted opportunities to improve data collection and use of data in decision-making.

Submission on increasing participation, retention and completion in education in the Northern Territory, particularly in remote areas

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

The Australian Council for Educational Research (ACER) conducted an online survey and a series of interviews as part of a project commissioned by the AERO. The survey and interviews were focused on students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum.

This guide aims to help secondary school leaders and teachers assist students in Years 7 to 9 who have significant gaps in foundational literacy and numeracy skills.

This review aimed to identify gaps in knowledge about supporting students behind their peers in Years 7 and 9.

Addresses the causes of and interventions for disruption in Australian school classrooms