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Video

Explicit instruction in English

Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses explicit instruction in her English lessons.
Video

Formative assessment in English

Formative assessment is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses formative assessment in her English lessons.
Video

Formative assessment in science

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.
Video

Mastery learning in English

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses mastery learning in her English lessons.
Video

Mastery learning in maths

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.
Video

Mastery learning in science

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses mastery learning in her science lessons.
Research summary

Writing development: NAPLAN data analysis summary

This is a summary of findings from AERO’s 2022 analysis of student writing data – the most extensive investigation into this area ever conducted in Australia. 
Practice resource

Using the practice: Early literacy

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.
Practice resource

Formative assessment rubric

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

There is no such thing as an ‘average’ school

We might associate ‘top schools’ with having the lion's share of academic high-achievers. However, when we look at the distribution of achievement across all students within schools and compare it to average differences between schools, the story is not so straightforward.