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This practice guide provides evidence-based, practical advice for teachers on how to teach sentence combining in the context of their classrooms.

This is the first in a series of practice guides designed to help teachers explain and demonstrate the fundamentals of writing to their students.

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

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 publication combines AERO’s practice guides, practice resources and explainer on delivering reading interventions in a secondary school MTSS, with details of the methodology used to create these resources.

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.

Staff at Parramatta Marist High School (NSW), Reece High School (Tas), Craigmore High School (SA), East Loddon P–12 (Vic), Parafield Gardens High School (SA) and Como Secondary College (WA) discuss how they involve students, their carers and the school community when implementing an MTSS framework aligned with AERO’s guidance. This work aims to reduce the risk of students feeling stigma when receiving support, which should improve engagement and impact.

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

This practice guide will help teachers explain, demonstrate and model learning content explicitly in ways that manage cognitive load to support students with building foundational knowledge before they practise independently.

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.

Staff at Mount Rowan Secondary College (Vic), Parafield Gardens High School (SA), East Loddon P–12 College (Vic), Como Secondary College (WA) and Reece High School (Tas) discuss how they track progress of students receiving literacy and numeracy intervention within an MTSS framework aligned with AERO’s guidance.