Schools play a central role in the day-to-day educational experiences of Aboriginal and/or Torres Strait Islander students. The commitment of teachers and school leaders to sustained positive change is a critical factor in ensuring Aboriginal and/or Torres Strait Islander students have access to high-quality learning...

This paper aims to support early childhood education (ECE) practitioners and policy-makers by bringing together the available research on formative assessment, contextualised to early childhood education in New South Wales. Formative assessment is an educational practice that has broad applicability and support.

Using data from the NSW Tell Them From Me (TTFM) secondary school student survey, this paper explores the links between students’ engagement and experience of teaching practices in the middle of high school (Year 10) and their likelihood of completing Year 12 two years later.

Background In Australia, socioeconomic status remains a key factor in school completion. By age 19, only 61% of the most disadvantaged students have completed Year 12, compared with 89% of the most advantaged students. It is important that all young people are given the opportunity...

This literature review presents Australian and international evidence on early childhood education and its impacts on children's learning and development.