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This explainer outlines how students develop proficiency in maths. It explains how teaching practices and whole-school approaches aligned with how students learn can support the development of maths proficiency.

AERO’s submission identifies 3 evidence-based teaching practices that should form the core content basis of the ACT’s support to schools. It recommends the ACT Education Directorate work with schools to implement these practices and outlines principles and support mechanisms for this.

This tool shows how the Australian Early Development Census (AEDC) Language and Cognitive skill domain items align to both the Australian Curriculum (English and Maths) and the National Literacy and Numeracy Learning Progressions (NLNLP).

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

This report details how children's learning and development progresses in the early years of school, using findings from national linked data from the Australian Early Development Census and National Assessment Program.

This lesson plan was developed by Ochre Education and maths teacher Sue Davis. It outlines her approach to teaching a Year 3 maths lesson on reading and writing 4-digit numbers.

This example lesson plan was developed by Ochre Education and maths teacher Sue Davis. It outlines her approach to teaching a Year 3 maths lesson on reading and writing 4-digit numbers.

This example lesson plan was developed by Ochre Education and maths teacher Sue Davis. It outlines her approach to teaching a Year 3 maths lesson on reading and writing 4-digit numbers.

This example lesson plan was developed by Ochre Education and maths teacher Sue Davis. It outlines her approach to teaching a Year 3 maths lesson on reading and writing 4-digit numbers.

This unit plan was developed by Ochre Education and Maths teacher Sue Davis. It outlines her approach to teaching a Year 3 unit of Maths on place value.

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.