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 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.

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.

Physical development occurs as children learn how to use and take care of their growing bodies. It is a foundation for other learning and development. Children use their bodies for learning, by moving around and interacting with people and their environment. This learning trajectory look at gross motor skills, fine motor skills, sensory awareness, and physical health and self-care.

The early childhood learning trajectory will help you observe children’s progress in physical development and plan the next steps in their learning and development.

Planning for classroom management is important preparation for building positive connections and modelling, teaching, revising and reinforcing the expectations, routines and rules of the classroom. Effective planning will support you in promoting positive learning behaviours, reducing disengaged and disruptive behaviours, and effectively responding when they do occur.

This guide is the second in a series of 4, and focuses on prioritising curriculum, pedagogical and assessment approaches to achieve the goals in a strategic plan. Once you’ve set goals and associated targets in specific learning areas, you’ll need to prioritise approaches to achieve each goal. An approach is a high-level improvement strategy that shows how you will work towards a goal. Approaches that focus on curriculum, pedagogy and assessment have the greatest impact on learning. This guide recommends practical steps for prioritising approaches to achieve each goal within a strategic plan. We recommend reading this guide after you have read the first guide in this series, Setting Goals and Targets for Student Learning. After reading this guide, we recommend you read Selecting Practices to Deliver Improvement.

This tool can be used to examine your own approaches for engaging with families to support student learning. It is designed around the ‘promising approaches’; the approaches for engaging with families that research evidence shows can have a measurable positive effect on student learning outcomes.

This tool can be used to examine your school’s approaches for engaging with families to support student learning. It is designed around the ‘promising approaches’; the approaches for engaging with families that research evidence shows can have a measurable positive effect on student learning outcomes.

This tool can be used to examine your own approaches for engaging with families to support student learning. It is designed around the ‘promising approaches’; the approaches for engaging with families that research evidence shows can have a measurable positive effect on student learning outcomes.

This tool can be used to examine your school’s approaches for engaging with families to support student learning. It is designed around the ‘promising approaches’; the approaches for engaging with families that research evidence shows can have a measurable positive effect on student learning outcomes.

The Research reflection guide (the guide) helps education practitioners and policymakers reflect on a piece of research that provides evidence about the effectiveness of a particular policy, program or practice (that is, an approach), which they may be considering implementing.

This worksheet helps you to reflect on a piece of research. The research you choose to reflect on should be about a particular education policy, program or practice (that is, an approach) that you may be considering using in your school, service or classroom.

This is an example of a completed research reflection guide worksheet, which is available on the Australian Education Research Organisation’s website.

This practice guide will support you to respond to behaviours associated with disengagement and disruption to maintain a safe and supportive learning environment for all students, and support students to focus on their learning. Positive learning environments are created when teachers establish and maintain positive teacher–student relationships and proactively teach, model, revise and reinforce the expected behaviours, routines and rules with their students. In a positive learning environment, expected behaviours are recognised, encouraged and reinforced using acknowledgement and praise.

This practice guide will help teachers understand the ways rules and routines support learning and how to equip students with the skills to participate in routines that support their learning.
This practice guide will help you reflect and take action to develop your practice with a greater understanding of:

*the ways rules and routines support learning
*how to equip students with the skills to participate in routines that support their learning

Scanning is a skill that supports and maintains positive student behaviour. Scanning is the practice of consistently and intentionally monitoring all students. It allows you to gather information efficiently and regularly about students’ behaviour and participation in learning.

This worksheet is designed to help teachers, educators and leaders use online and library search tools to locate rigorous and relevant research evidence on new and effective approaches to inform their practice.

This guide is the third in a series of 4 and focuses on selecting practices to deliver improvement. Once you’ve prioritised the curriculum, pedagogical and assessment approaches that relate to each goal and target, you need to select practices to improve each approach and plan how to deliver this improvement. For the purpose of this guide, a practice is the practical application of an approach. This guide recommends practical steps for selecting practices that support your prioritised approaches, as well as for planning how to deliver improvement. We recommend reading this guide after you have read the second guide in this series, Prioritising Approaches to Achieve Each Goal. After reading this guide, we recommend you read Evaluating for Continuous Improvement.