Browse the AERO collection

This commissioned report provides an overview of the evidence underpinning a knowledge-rich curriculum and outlines the key design features and enablers to effectively enact a knowledge-rich curriculum in schools.

Dr Jen Jackson, Program Director at AERO, explains how simple and effective it is to integrate science into ECEC practice, debunking several myths about the science of early childhood pedagogy along the way.

There is a growing appetite in Australia for more evidence-based policymaking in education. Jordana Hunter, School Education Program Director at the Grattan Institute, explores evidence-based policymaking in the real world.

This commissioned research report provides a summary of the recommended course content for initial teacher education (ITE) based on the research evidence base.

Partnering with Learning First, we investigated issues influencing the effective use of evidence in policy development through a desktop review and interviews with senior policymakers.

Partnering with Learning First, we investigated issues influencing the effective use of evidence in policy development through a desktop review and interviews with senior policymakers.

Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses explicit instruction in her mathematics lessons.

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

This commissioned research report identifies the principles and characteristics necessary for Initial Teacher Education (ITE) programs to embed evidence-based teaching practices.

This explainer gives a brief introduction to cognitive load, focusing on ways to manage it for effective and efficient learning.

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.