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What can be done to create more effective transitions from birth to Year 12, to support greater continuity of learning and better student outcomes?

This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay.

This evidence summary supports AERO’s practice guide for transitions between school and OSHC. It describes the evidence base behind the guides and synthesises insights from available research.

The evidence-based practices presented in this guide can be used to support children’s transitions from before-school care to school and from school to after-school care.

Collaboration between OSHC services and schools enhances continuity of learning and effective transitions. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.

Evidence shows that a child-centred approach helps with successful transitions. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.

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.

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.

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.

AERO has partnered with the National Outside School Hours Services Alliance (NOSHSA) to support continuity of learning and development for school-aged children as they move between out of school hours care (OSHC) services and school.

This discussion paper outlines 3 constructs that can be measured to determine the effectiveness of transitions and children and families’ sense of belonging.