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.

This example of practice on evidence use in early childhood education and care (ECEC) comes from Manuka Childcare Centre (MOCCA) in Griffith, ACT. MOCCA's mission is to nurture, educate and advocate for children, families, the early childhood profession and their community.

In this case study, the centre director and a teacher working at MOCCA describe their use of evidence to improve outcomes for children. The case study also includes reflection questions to help teachers, educators and leaders consider how they can adapt aspects of MOCCA’s approach to their own ECEC setting.

This resource outlines some strategies to embed early literacy in your early childhood education
and care setting.

This resource outlines some strategies to embed early numeracy in your early childhood education and care setting.

This resource outlines some strategies to embed the development of executive function and selfregulation in your early childhood education and care setting.

Voice control is a skill that supports and maintains positive student behaviour. Voice control includes the tone, pitch, volume and pace you use to deliver instruction. Tone is the mood of your voice, pitch is how high or low your voice is, volume is how loud or quiet your voice is, and pace is the speed of your speech. Controlling your voice means moving between two registers – regular voice and assertive voice – for different purposes and to different effect. Effective voice control, along with body language, models and maintains a calm and measured approach to behaviour and contributes to a positive and inviting classroom culture.

The intent of this framework is to show how the school approaches and implements the effective teaching of
writing and writing assessment, and to evaluate opportunities for further improvement.

This is a worked example of how the writing instruction framework was applied from the perspective of school leaders in a primary school. The intent of this framework is to show how the school approaches and implements the effective teaching of writing and writing assessment, and to evaluate opportunities for further improvement.

Research evidence is evidence generated using established and systematic academic research methods to answer a particular question. Drawing on research evidence is a reliable way for teachers, educators and leaders to determine whether they’re using the most effective approaches – practices, programs or policies – to education in their school, service or learning environment.

This practice guide outlines common forms of research evidence and provides tips for what to look out for when considering research evidence. It's the first in a series of 4 practice guides the Australian Education Research Organisation (AERO) has produced to help teachers, educators and leaders use research evidence to strengthen decisions about their practice:

The Value of Research Evidence
Looking for Research Evidence
Assessing Research Evidence
Applying Research Evidence.
This practice guide contains a knowledge check to test your knowledge about research evidence. You can download and print the PDF to complete it on paper or complete it online.