Language and communication are the foundations for all learning and social interaction. They relate to many other aspects of cognitive, physical and social development, beginning in infancy.

This early childhood learning trajectory looks at children’s progress in language and communication, to help you plan the next steps in their learning and development.

This Early Childhood Learning Trajectory video outlines children’s progress in language and communication. It can be used alongside the EYLF V2.0 assessment and planning cycle to support children’s learning, development and wellbeing.

Staff at Como Secondary College (WA), Parramatta Marist High School (NSW), Parafield Gardens High School (SA), Mount Rowan Secondary College (Vic) and East Loddon P–12 College (Vic) discuss how they use leadership to drive and sustain an MTSS framework aligned with AERO’s guidance.

There are a range of places where teachers, educators and leaders can find research evidence, but some sources are more credible than others. Knowing how to identify credible sources increases the chances of finding high-quality research evidence.

This practice guide provides information about the types of print and online resources that contain research evidence, as well as using common library and online search tools.

Staff at Como Secondary College explain why they implemented MTSS, what the different tiers of intervention look like and what impact they’ve seen. Como SC is a government school in metropolitan Perth with an above-average Index of Community Socio-Educational Advantage (ICSEA) and a diverse population.

Staff at Craigmore High School explain why they implemented MTSS, what the different tiers of intervention look like and what impact they have seen. Craigmore High School is a low-SES government school, located 30 minutes north of Adelaide, with many students coming from diverse backgrounds.

Staff at East Loddon P–12 College explain why they implemented MTSS, what the different tiers of intervention look like and what impact they have seen. East Loddon P–12 College is a government school located north of Bendigo, between multiple small towns. It has less than 300 students from Prep to Year 12.

Staff at Mount Rowan Secondary College explain why they implemented MTSS, what the different tiers of intervention look like and what impact they have seen. Mount Rowan Secondary College is a low-SES government school in the regional town of Ballarat, west of Melbourne.

Staff at Parafield Gardens High School explain why they implemented MTSS, what the different tiers of intervention look like and what impact they have seen. Parafield Gardens High School is a low-SES government school located 30 minutes north of Adelaide, with many students coming from diverse backgrounds.

Staff at Parramatta Marist High School explain why they implemented MTSS, what the different tiers of intervention look like and what impact they have seen. Parramatta Marist High School is a Catholic secondary school for boys, located 30 minutes west of Sydney.

Staff from Reece High School explain why they implemented MTSS, what the different tiers of intervention look like and what impact they have seen. Reece High School is a low-SES government school, located in Devonport on the northern coast of Tasmania.

Staff at East Loddon P–12 College (Vic), Parafield Gardens High School (SA), Craigmore High School (SA), Reece High School (Tas) and Como Secondary College (WA) discuss how they use timetabling and intensity of intervention to support an MTSS framework aligned with AERO’s guidance.

Mastery learning is a way of designing units of work so that: 1. each task (or set of tasks) focuses on a particular learning objective; and 2. students must master a task in order to move onto the next one. Teachers use formal or informal assessments to monitor students’ progress and provide additional support to students who have not yet mastered the learning required in the task. Research shows that when instruction is sequenced in this way, students learn more efficiently and effectively.

Implementation checklists are a list of practical steps you can take to support the implementation of an evidence-based practice in your setting.

This checklist focuses on implementing mastery learning.

Have I...
*developed, or drawn on an existing learning progression in line with my curriculum document/syllabus?
* used my formative assessment or existing data to identify a way to determine where my students are currently at in their learning and the correct level of challenge for them?
* broken the learning objectives down into what students should know, understand or be able to do by the end of the [lesson/week/unit]?
* established the success criteria for each of my learning objectives? (See explicit instruction for more detail on setting learning objectives)
* sequenced tasks so that it is clear to my students how their skills and level of mastery build as they go through them?
* used formative assessment to gather data about which of my students are ready to progress and which need additional practice to master the content?
* planned some revision and enrichment activities to cater to my students who need the additional practice or extension?
* planned opportunities for my students to review the learning over time?
* reflected on what my formative assessment has told me about how students are mastering the tasks so that success criteria and learning objectives can be revised over time?

Mathematical thinking and learning starts in infancy and develops into adulthood. It includes learning about mathematical concepts and applying them in everyday situations.

This early childhood learning trajectory focus on children’s progress in mathematical thinking, and support you to plan the next steps in their learning and development.

This Early Childhood Learning Trajectory video outlines children’s progress in mathematical thinking. It can be used alongside the EYLF 2.0 assessment and planning cycle to support children’s learning, development and wellbeing.

This practice guide will help teachers check that students understand and can apply new knowledge and skills, and give additional instruction, guidance or feedback where necessary.

This practice guide will help you understand how to:

*check your students understand and can apply the knowledge and skills they have gained
*be responsive to students’ needs by supporting them with additional instruction, guidance or feedback where necessary.

This guide aims to help secondary school leaders and teachers assist students in Years 7 to 9 who have significant gaps in foundational literacy and numeracy skills. It is primarily aimed at those able to make whole‑school decisions. It is a part of a series that will provide guidance on how Australian schools can best support struggling students. The focus of this document is to share the instructional strategies most likely to have a positive impact based on the available evidence. These strategies are intended to be utilised within a multi‑tiered system of supports (MTSS) framework.

This practice resource explains how to support students struggling with foundational literacy and numeracy skills using an MTSS approach. It’s the second part of a series of guidance created in partnership with DSF.

Non-verbal correction is a skill that supports and maintains positive student behaviour. Non-verbal corrections provide students with a clear, visible corrective gesture that acts as a behavioural prompt without the use of words.