Browse the AERO collection

This report aims to guide and catalyse further work towards building a better early childhood education and care (ECEC) system to serve all Australian children and families.

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.  

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.

Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.

This national snapshot presents findings on the current use of evidence by teachers and leaders in Australian schools. We examine attitudes towards evidence, and challenges and enablers in using evidence.

See how the Year 1 teachers at Loxton Primary School use explicit instruction in their classroom.

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.

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.

See how the Year 6 teachers at Loxton Primary School work to create a focused classroom from the beginning of the year.

Kerri Proctor, Head of English at Walford Anglican School for Girls, uses different formative assessment methods to track students' progress.