Browse the AERO collection

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.

Staff at Parramatta Marist High School (NSW), Reece High School (Tas), Craigmore High School (SA), East Loddon P–12 (Vic), Parafield Gardens High School (SA) and Como Secondary College (WA) discuss how they involve students, their carers and the school community when implementing an MTSS framework aligned with AERO’s guidance. This work aims to reduce the risk of students feeling stigma when receiving support, which should improve engagement and impact.

Staff at Mount Rowan Secondary College (Vic), Parafield Gardens High School (SA), East Loddon P–12 College (Vic), Como Secondary College (WA) and Reece High School (Tas) discuss how they track progress of students receiving literacy and numeracy intervention within an MTSS framework aligned with AERO’s guidance.

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 document summarises key findings and recommendations from an analysis of Australian Early Development Census (AEDC) data conducted by AERO in 2022.

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.

This evidence summary supports AERO’s practice guide for transitions between school and OSHC. It describes the evidence base behind the guides and synthesises insights from available research.

This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay.

This research collects information from educators, teachers and leaders working in ECEC about the place research and evidence has in their professional practice.

This summary presents the key findings from 2 reports on better supporting students who enter secondary school with gaps in their foundational literacy and numeracy skills.