Browse the AERO collection

To understand which wellbeing programs and practices adopted by early childhood education and care (ECEC) services and schools improve children’s outcomes, it is necessary to measure and track children’s wellbeing. This research summary shares some preliminary learning from work the Australian Education Research Organisation (AERO) commissioned on developing wellbeing and belonging measures for children aged 3 to 8 years.

This practice resource is designed to help secondary school leaders and teachers better support the wellbeing and engagement of secondary students in an MTSS framework.

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.

Formative assessment is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses formative assessment in her science lessons.

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses mastery learning in her maths lessons.

We look at strategies for engaging in sustained shared conversations with children aged 3-5 years, using examples of educators and teachers using moments in the day to build children’s literacy skills.

This case study has been created by the Canning Vale Prekindy team to demonstrate how they engage with families and the benefits of this interaction for children’s education outcomes.

These checklists can be used to plan the implementation of your school’s approaches for engaging with families to support student learning.

Building on family engagement practice guides for early childhood, primary and secondary school levels, AERO has released a new suite of promising approaches audit tools, family engagement implementation checklists and case studies.

This rubric outlines a set of capabilities to do with the evidence-based practice of formative assessment.

This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction.