1 – 9 of 9 results found
Practice resource
Australian Early Development Census Language and Cognitive Skillmap
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).
Research summary
Skills for future literacy and numeracy learning: Research summary
This document summarises key findings and recommendations from an analysis of Australian Early Development Census (AEDC) data conducted by AERO in 2022.
Research report
Which skills are important for future literacy and numeracy?
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.
Practice resource
Mathematical thinking: Trajectory
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.
Submission
Submission to the Draft National Teacher Workforce Action Plan
Submission on initiatives for supporting recruitment and retention of teachers
Video
Formative assessment in maths
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 maths lessons.
Practice resource
Using the practice: Early numeracy
This resource outlines some strategies to embed early numeracy in your early childhood education and care setting.
Research report
Evidence use in early childhood settings – how do educators say they are supported?
ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.
Research report
Evidence use in schools – how do teachers say they are supported?
Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.