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.

AERO and Ochre Education have entered into a new partnership agreement to provide Australian teachers with engaging, high-quality instructional resources that support effective evidence-based practices.

Jenny Donovan discusses AERO's analysis of NAPLAN writing data and the importance of writing instruction. Originally published in The Mandarin.

By examining literacy and numeracy results across assessments, we can better understand the performance of Australian students over time; we can pinpoint areas of national strength and weakness and improve Australia’s educational outcomes.

Staff at Parramatta Marist High School (NSW), Como Secondary College (WA), Parafield Gardens High School (SA) and East Loddon P–12 College (Vic) discuss how they select staff and deliver training to support an MTSS framework aligned with AERO’s guidance.

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.

Nobody knows more about students’ learning needs than their teachers and educators. So how should teachers and educators respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?

How do we close equity gaps in learning and development, and best support children from disadvantaged backgrounds to catch up to their more advantaged peers?

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.

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.

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