Exit slips are an easy way to gather formative assessment data after a lesson or sequence of learning. These exit slips have been developed for you to print and use in your own classes. They ask students to reflect on the lesson and what they have learnt, as well as how they felt about the lesson. As well as providing valuable data for a teacher, exit slips are a great way to help students retrieve information from their memory and commit it to their long-term memory.

Complex sentences are an important step in enabling students to
produce more sophisticated writing. Mastering complex sentences
allows students to have greater control when communicating.
This guide is intended to provide a starting point for you to approach
the teaching of writing in your classroom. It builds on the knowledge
learnt in the other sentence guides.

This guide provides clear grammatical definitions, and unpacks the features of compound sentences and how they function. The guide also offers, as a starting point, some strategies for implementing sentence-level instruction in your classroom. And yes, compound sentences need to be taught in both primary and secondary classes!

This is a printable version of the activity in the user guide. It gives examples of how each domain in the learning trajectories contributes to the holistic outcomes of the EYLF V2.0.

It invites you to collect examples within the context of your service. You may then revisit and reflect on the examples, individually and with colleagues, to deepen your knowledge and understanding of the learning trajectories and EYLF V2.0 Learning Outcomes.

This guide will help you use AERO’s early childhood learning trajectories in your practice. The learning trajectories are designed for teachers and educators working in early childhood education and care (ECEC) services for children in the years before school. They can support ongoing professional learning for individuals and entire ECEC services and teams.

The Early Years Learning Framework (EYLF) defines literacy as ‛the capacity, confidence and disposition to use language in all its forms’. It can include talking, listening, viewing, reading, writing, music, movement, dance, storytelling, visual arts, media and drama. Children develop a wide range of literacy skills in the early years, from infancy through to the start of school, which form the foundation for reading, writing and communicating. Early literacy approaches aim to promote the development of these foundational skills.
Evidence-based practices for promoting early literacy in early childhood care and education settings are listed. Some of the examples offered may not apply in all contexts and/or may be more suitable for particular learners or age groups.

The Early Years Learning Framework (EYLF) describes numeracy as the capacity, confidence and disposition to use mathematics in daily life. Mathematics involves understanding about numbers and quantity, operations, patterns, space, measurement and shapes. Numeracy is the application of these mathematical concepts, with skills developing along trajectories from birth. As children’s mathematical capabilities grow, they are increasingly communicated and applied to solve real-world ‘problems’ and build numeracy skills. In the context of early childhood education and care, these problems may include how many cups we need so that every learner has a cup for their water, who has built the tallest tower, or how to make and extend a pattern made with musical instruments.
Evidence-based practices for supporting learners’ early numeracy development
in early childhood education and care settings are listed. Some examples
offered may not apply in all contexts and/or may be more suitable for particular
learners or age groups.

A strong sense of belonging in the early years has fundamental benefits for children and flow-on effects for their learning, development and wellbeing. This guide outlines best-practice approaches for improving a sense of belonging and connectedness in children aged birth to 5 years. Educators and teachers working across diverse early childhood education and care (ECEC) settings can use the guide to support their practice and inform their future planning.

A positive sense of belonging at school has fundamental benefits for children and young people and flow‑on benefits for their learning and engagement with school. This guide makes recommendations based on the best available research evidence on fostering a sense of belonging in primary school environments.

A positive sense of belonging at school has fundamental benefits for children and young people and flow-on benefits for their learning and engagement with school. This guide makes recommendations based on the best available research evidence on fostering a sense of belonging in school environments.

This guide makes recommendations based on the best available research evidence about how early childhood services with 3-5 year-olds can engage with families to enhance children’s early learning and development.
1 It sets out ‘promising’ and ‘not promising’ approaches drawn from multiple studies which have measured the effects of different strategies. While there is room for improvements in the quality of available research evidence,
2 these approaches provide ‘best bets’ for guiding practice. This guide also sets out next steps for early childhood services and practitioners to consider how the findings are relevant to them.

There is a great deal of evidence that families play a critical role in their child’s early learning and development. This resource details strategies for engaging families from culturally diverse backgrounds, families with English as an additional language, and families from refugee backgrounds by elaborating on the ‘promising approaches’ outlined in AERO’s family engagement for early learning practice guides (which target early childhood services with 3 to 5 year-olds).

There is a great deal of evidence that families play a critical role in their child’s learning. This resource details strategies for engaging families from culturally diverse backgrounds, families with English as an additional language, and families from refugee backgrounds, elaborating on the ‘promising approaches’ outlined in AERO’s family engagement for learning practice guides.

There is a great deal of evidence that families play a critical role in their child’s learning. This resource details strategies for engaging with families of children in out-of-home care (OOHC) to support children’s learning outcomes. These strategies elaborate on the ‘promising approaches’ outlined in AERO’s family engagement for learning practice guides.

The promising approaches include:

- recognising and supporting family engagement in learning at home
- supporting two-way, positive communication and providing light touch updates about learning
- promoting a literacy-rich environment at home (primary school guide)
- collaboratively planning and problem solving with families.

There is a great deal of evidence that families play a critical role in their child’s learning. This resource details strategies for engaging with families of children in out-of-home care (OOHC) to support children’s learning outcomes. These strategies elaborate on the ‘promising approaches’ outlined in AERO’s family engagement for learning practice guides.

The promising approaches include:

- recognising and supporting family engagement in learning at home
- supporting two-way, positive communication and providing light touch updates about learning
- promoting a literacy-rich environment at home (primary school guide)
- collaboratively planning and problem solving with families.

There is a great deal of evidence that families play a critical role in their child’s learning and development. This resource details engagement strategies for families of children with disability by elaborating on the ‘promising approaches’ outlined in the Australian Education Research Organisation’s (AERO) family engagement for early learning practice guides (which target early childhood services for 3- to 5-year-olds). In this resource, the term ‘disability’ also encompasses any children with developmental delay who may require additional support within an education and care setting. The Disability Discrimination Act 1992 protects Australians from discrimination based on disability. A child with a disability is entitled by law to be provided with an education program that is appropriate for their development and academic needs. Under the Disability Standards for Education 2005 (‘the standards’), education providers are obligated to make reasonable adjustments, consult with children and their families, and eliminate harassment and victimisation. The standards place responsibility for family
engagement on services, educators and teachers. This supports the requirements to build partnerships with families set out in the Early Years Learning Framework and National Quality Standard.

There is a great deal of evidence that families play a critical role in their child’s learning and development. This resource details engagement strategies for families of children with disability by elaborating on the ‘promising approaches’ outlined in the Australian Education Research Organisation’s (AERO) family engagement for learning practice guides. The Disability Discrimination Act 1992 protects Australians from discrimination based on disability. A child with a disability is entitled by law to be provided with an education program that is appropriate for their development and academic needs. Under the Disability Standards for Education 2005 (‘the standards’), education providers are obligated to make reasonable adjustments, consult with children and their families, and eliminate harassment and victimisation. The standards place responsibility for family engagement on schools, teachers and leaders. Families are important partners in supporting the learning of their children, so it is vital to understand how to work with them effectively as part of this engagement responsibility.

This guide makes recommendations based on the best available research evidence about how primary
school teachers and leaders can engage with families to bring about improvements in students’
learning outcomes. It sets out ‘promising’ and ‘not promising’ approaches drawn from multiple studies
which have measured the effects of different strategies. While there is room for improvements in the
quality of available research evidence,2 these approaches provide ‘best bets’ for guiding practice. This
guide also sets out next steps for considering how the findings relate to your individual practice or
whole school strategy.
Note that some of the examples offered may not apply in all contexts. Reasonable adjustments should
be made where necessary to ensure full access and participation for all families.

There is a great deal of evidence that families play a critical role in their child’s learning. So how can secondary school teachers best work with families to support student learning?

This guide makes recommendations based on the best available research evidence about how secondary school teachers and leaders can engage with families to bring about improvements in students’ learning outcomes.

This guide is the fourth and final guide in the series and focuses on evaluating the processes and outcomes in the strategic plan.
Evaluation is central to strategic planning as it allows you to review what is and isn’t working on the school improvement journey. There are 2 types of evaluation you should consider:
Process evaluation examines whether practices have been applied in the way they were planned.
Outcome evaluation examines whether practices are having the desired effect on student learning.
Process and outcome evaluation both play key roles at different stages of a strategic plan’s life cycle.

This guide recommends practical steps for evaluating processes for improving practices, as well as the effect of these practices on student learning. We recommend reading this guide after you have read the third guide in this series, Selecting Practices to Deliver Improvement.