Browse the AERO collection

This document summarises key findings and recommendations from an analysis of Australian Early Development Census (AEDC) data conducted by AERO in 2022.

AERO’s submission identifies 3 evidence-based teaching practices that should form the core content basis of the ACT’s support to schools. It recommends the ACT Education Directorate work with schools to implement these practices and outlines principles and support mechanisms for this.

Submission on increasing participation, retention and completion in education in the Northern Territory, particularly in remote areas

This publication combines AERO’s practice guides, practice resources and explainer on delivering reading interventions in a secondary school MTSS, with details of the methodology used to create these resources.

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.

This practice guide will help teachers teach and model self-regulated learning strategies students can apply to ensure the efficiency and effectiveness of their learning.

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.