AERO publishes a wide range of evidence-based resources. Browse our resources, and use the filter to choose resources by type, topic, practice settings and more.

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Project

Learning English while learning the curriculum

This project investigated how long it takes Australian students learning English as an additional language (EAL) to develop the level of English required to equitably participate in curriculum learning.
Research summary

How long it takes to learn English while learning the curriculum

This research summary describes an AERO research project that explored how long it takes Australian students learning English as an additional language (EAL) to develop the English language skills necessary to participate equitably in curriculum learning.
Research report

How long it takes to learn English while learning the curriculum

This report presents research into how long it takes students in New South Wales government schools learning English as an additional language to develop the level of English required to equitably participate in curriculum learning.
Explainer

Attention and focus

Attention and focus are essential for students to process and retain new information effectively. Attention refers to the selective focus of conscious thought on specific information, allowing students to engage meaningfully with learning tasks. Engagement encompasses how students behave, feel and think as they actively participate in learning activities.
Explainer

Knowledge and memory

Learning depends fundamentally on how students process and retain information. Knowledge refers to the facts, concepts and procedures that students acquire through experience and education – their theoretical and practical understanding of subjects. That knowledge is stored in long-term memory so that it can be retrieved for later use.
Explainer

Mastery and application

Mastery of learning is the accumulation and retention of knowledge, conceptual understanding and skills, and knowing when and how to use them. Application of learning includes transferring information to both familiar and new contexts, which leads to deeper understanding and more sophisticated use of knowledge. Mastery is fundamental to students’ achievement in school and their lives beyond formal education.
Explainer

Retention and recall

Retention and recall are fundamental to successful learning outcomes. Knowledge needs to be retained so that it can be used. Retention is the ability to store information in memory over time, while recall is the ability to retrieve and use stored information when needed. When students effectively retain and recall information, they can easily access and apply it to build on existing knowledge and develop deeper understanding.
Video

Teaching for how students learn: Explain learning objectives

This video demonstrates how teachers explain learning objectives in alignment with AERO’s model of teaching and learning. Learning objectives are concise statements that outline the goals of a lesson, a series of lessons or a learning activity. They specify what students are expected to learn and are expressed in language that is accessible to students, with any unfamiliar terms clearly explained.
Video

Teaching for how students learn: Teach explicitly

This video demonstrates how teachers teach explicitly in alignment with AERO’s model of teaching and learning. Introducing new information is most effective when teachers break it down and teach it explicitly using explanation, demonstration and modelling, especially when students are new to that learning area. It involves teaching content explicitly in ways that manage cognitive load to support students with building foundational knowledge before they practise independently.
Video

Teaching for how students learn: Scaffold practice

This video demonstrates how teachers scaffold practice in alignment with AERO’s model of teaching and learning. Supports – known as scaffolds – consist of guidance from the teacher and tools and resources the student can use. Scaffolds can be designed during planning (planned scaffolding) or introduced during lessons to respond to learning needs as they arise (contingent scaffolding). Teachers select and use scaffolds to support each phase of the learning process as students retain, consolidate and apply their learning.