Browse the AERO collection

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.

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.

Staff at Paramatta Marist High School (NSW), Parafield Gardens High School (SA), East Loddon P–12 College (Vic), Craigmore High School (SA), Como Secondary College (WA) and Mount Rowan Secondary College (Vic) discuss how they identify students in need of literacy and numeracy intervention within an MTSS framework aligned with AERO’s guidance.

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 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.

Christine Jackson and Annie Fisher discuss the need to support teachers to teach writing in all subject areas.

This explainer outlines the evidence about why some secondary students struggle with reading. It’s the first part of a series of guidance created in partnership with DSF.

This report summarises available evidence on writing and writing instruction.