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- Young children (9)
- Lower primary years (8)
- Preschool education (8)
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- Early Years Learning Framework (EYLF) (7)
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- Monitoring (Assessment) (3)
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- Virtual classrooms (3)
- 21st Century skills (2)
- 21st century skills (2)
- COVID-19 (2)
Articles 1 - 28 of 28
Full-Text Articles in Education
Mathematics Anxiety: Supplementary Materials, Sarah Buckley
Mathematics Anxiety: Supplementary Materials, Sarah Buckley
Student learning processes
This publication contains two professional development activities for teachers which focus on mathematics anxiety. One is a team-based activity and the other is an activity for individuals. The activities encourage both mathematics teachers and non-mathematics teachers to reflect on their current practice, their attitudes towards mathematics, their ideas about teaching mathematics and the mathematical beliefs of students.
Critical Connections Between Numeracy And Mathematics: Supplementary Materials, Dave Tout
Critical Connections Between Numeracy And Mathematics: Supplementary Materials, Dave Tout
Student learning processes
This publication contains three professional development activities targeted at teachers of mathematics. The activities for both groups and individuals focus on the challenge of word problems in maths and connecting maths to the real world. Also included are references, materials and resources related to the issue of the connections between numeracy and mathematics.
Remote Learning Rapid Literature Review, Gill Cowden, Pru Mitchell, Pauline Taylor-Guy
Remote Learning Rapid Literature Review, Gill Cowden, Pru Mitchell, Pauline Taylor-Guy
Student learning processes
This rapid literature review identifies effective practice in remote learning and synthesises key evidence relevant to education in Australia during the 2020 COVID-19 pandemic. It draws upon bodies of literature about education in emergencies, access and equity, distance education, blended learning, and quality teaching and learning using technology. The focus is primarily on Kindergarten to Year 12 schooling in Australia. The literature firstly examines education in emergencies, as this underpins the initial crisis approaches and preparedness for the shift to remote learning. The research in this area has a strong focus on implications for wellbeing. The review is then organised …
Assessment Of General Capabilities: Skills For The 21st-Century Learner. Final Report, Claire Scoular, Dara Ramalingam, Daniel Duckworth, Jonathan Heard
Assessment Of General Capabilities: Skills For The 21st-Century Learner. Final Report, Claire Scoular, Dara Ramalingam, Daniel Duckworth, Jonathan Heard
Assessment and Reporting
This report describes a project of the Centre for Assessment Reform and Innovation (CARI) at the Australian Council for Educational Research (ACER) to develop an approach for teaching and assessing general capabilities, also known as 21st century skills, in the classroom. The report is divided into two parts. Part one presents an overview of ACER’s approach to skills development. This approach is underpinned by the identification of three evident needs: to understand development, to monitor growth, and to ensure alignment across curriculum, assessment, and pedagogy. Part Two outlines how the approach is applied in the context of assessment. An assessment …
Nurturing Wonder And Igniting Passion. Designs For A New School Curriculum: Nsw Curriculum Review, Geoff N. Masters
Nurturing Wonder And Igniting Passion. Designs For A New School Curriculum: Nsw Curriculum Review, Geoff N. Masters
NSW Curriculum Review
This Review of the New South Wales school curriculum has concluded that change is required. The changes recommended by the Review are far-reaching and amount to the introduction of a new curriculum for NSW schools, from Kindergarten to Year 12. The syllabuses of this new curriculum are designed to ensure every student learns with understanding, builds skills in applying knowledge, and makes excellent ongoing progress in their learning. The goal is to provide every student, in each phase of their learning, with strong foundations for what comes next. Detailed planning, piloting and implementation of the new curriculum will be required …
Science In The Early Years. Paper 1: Early Years Science And Integration, Christine Rosicka, Gayl O'Connor
Science In The Early Years. Paper 1: Early Years Science And Integration, Christine Rosicka, Gayl O'Connor
Early Childhood Education
This is the first paper in the Science in the early years series that reviews current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science monitoring; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …
Science In The Early Years. Paper 3: Monitoring Children's Learning, Christine Rosicka, Gayl O'Connor
Science In The Early Years. Paper 3: Monitoring Children's Learning, Christine Rosicka, Gayl O'Connor
Early Childhood Education
This third paper in the Science in the Early Years series continues to review current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about monitoring early years science learning; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …
Science In The Early Years. Paper 4: Educator Facilitation, Gayl O'Connor, Christine Rosicka
Science In The Early Years. Paper 4: Educator Facilitation, Gayl O'Connor, Christine Rosicka
Early Childhood Education
This fourth paper in the Science in the Early Years series concludes the review of current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally …
Science In The Early Years: Monitoring Science Understandings: Checklists For Ac Foundation – Year 2, Australian Council For Educational Research
Science In The Early Years: Monitoring Science Understandings: Checklists For Ac Foundation – Year 2, Australian Council For Educational Research
Early Childhood Education
This resource consists of templates of checklists for teachers of Years F to 2. They are tailored to the Australian Curriculum (AC) F–2 learning outcomes and they are to help record evidence of children’s science learning and to monitor this across time. The checklists have been populated with the AC strands (Science Understanding, Science Inquiry Skills, and Science as a Human Endeavour) and outcomes identified for the four teacher resources accompanying Paper 1: Early years science and integration: Plant treasure hunt, Floating and sinking; Paper 2: Science inquiry skills: Light and shadows, Exploring mixtures.
Science In The Early Years: Plant Treasure Hunt. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Plant Treasure Hunt. Educator Resource, Australian Council For Educational Research
Early Childhood Education
This educator resource describes an activity which encourages children to explore ideas about plants in an outdoor environment. They build on their understanding of what a plant is by drawing one and then go outdoors to find examples of plants (a ‘treasure hunt’). This activity allows children to learn about different examples of plants other than flowers, or plants that are grown in a pot. Children often discount other examples of plants such as trees, grass and vegetables. The activity is linked to the Australian Curriculum (Foundation to Year 2) and provides teacher notes about the scientific classification of plants.
Science In The Early Years: Light And Shadows. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Light And Shadows. Educator Resource, Australian Council For Educational Research
Early Childhood Education
This educational resource for early years teachers describes an activity best suited to children in Foundation to Year 2 (F–2) as it addresses the Year 1 Science Understandings outcome as well as addressing Science Inquiry Skills outcomes for F–2. It is also suitable for preschoolers to help overcome common misconceptions about shadow formation. F–2 students should be encouraged to explain why shadows are formed as well as describe them. Preschoolers should be given the opportunity to describe and explain shadows too. This resource provides an explanation of how shadows are formed and guidelines about how to teach these scientific concepts.
Science In The Early Years: Floating And Sinking. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Floating And Sinking. Educator Resource, Australian Council For Educational Research
Early Childhood Education
This teaching resource for early years educators explores the scientific concepts behind floating and sinking. It describes an activity for small groups of children and explains how it links to the Early Years Learning Framework (EYLF) and the Australian Curriculum (Foundation to Year 2).
Science In The Early Years: Exploring Mixtures. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Exploring Mixtures. Educator Resource, Australian Council For Educational Research
Early Childhood Education
This activity is suitable for preschoolers to investigate the behaviour of two common household products (oil and water). The emphasis is on supporting children to develop their inquiry skills to describe what they observe when trying to mix these liquids. Preschoolers should be given the opportunity to communicate (describe and explain) their observations. The activity can be extended to Foundation, Year 1 and Year 2 students who should be encouraged to predict what will happen, communicate (explain) why some of the liquids used do not mix, as well as to describe the changes they observe when mixing materials. All children …
Science In The Early Years: Concept Cartoons As Monitoring Tools. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Concept Cartoons As Monitoring Tools. Educator Resource, Australian Council For Educational Research
Early Childhood Education
Cartoons can be used as a way of monitoring children’s developing understanding of concepts (‘concept cartoons’). Cartoons provide a simple narrative in which two or more characters provide commentary or opinions about a phenomenon. The cartoon format is likely to be familiar to children, so is a non-threatening format to present and elicit their thoughts on the opinions provided by the characters. There are four concept cartoons in this resource. Each concept cartoon provides a monitoring tool for finding out how children’s understanding about science concepts is developing. Each cartoon is customised to one of the activities in the educator …
Creative Thinking: Skill Development Framework, Dara Ramalingam, Prue Anderson, Daniel Duckworth, Claire Scoular, Jonathan Heard
Creative Thinking: Skill Development Framework, Dara Ramalingam, Prue Anderson, Daniel Duckworth, Claire Scoular, Jonathan Heard
Assessment and Reporting
The Australian Council for Educational Research (ACER) has reviewed the extensive literature on creative thinking and developed both a definition and a framework that synthesise and harmonise existing theory and research on creative thinking. This framework has been developed to address the challenges associated with teaching and assessing creative thinking. It outlines creative thinking processes along prescribed strands and aspects informed by a sound evidentiary basis. The aspects contained within the framework are designed to provide foci for teaching and the basis of assessment. ACER’s creative thinking framework identifies key factors that underpin the development of creative thinking with a …
Critical Thinking: Skill Development Framework, Jonathan Heard, Claire Scoular, Daniel Duckworth, Dara Ramalingam, Ian Teo
Critical Thinking: Skill Development Framework, Jonathan Heard, Claire Scoular, Daniel Duckworth, Dara Ramalingam, Ian Teo
Assessment and Reporting
The ACER critical thinking framework has been developed to address the challenges associated with teaching and assessing critical thinking. While there are many definitions of the skill, which are outlined in the first part of this document, few provide a means to operationalise critical thinking in the classroom. This framework outlines critical thinking processes along prescribed strands and aspects informed by a sound evidentiary basis. The aspects contained within the framework are designed to provide foci for teaching and the basis of assessment. This paper is divided into three parts. Part 1 explores the development of critical thinking as an …
Collaboration: Skill Development Framework, Claire Scoular, Daniel Duckworth, Jonathan Heard, Dara Ramalingam
Collaboration: Skill Development Framework, Claire Scoular, Daniel Duckworth, Jonathan Heard, Dara Ramalingam
Assessment and Reporting
This skill development framework has been developed to address the challenges associated with teaching and assessing collaboration. While there are many definitions of the skill, few provide a means to operationalise collaboration in the classroom. This framework is designed to synthesise and harmonise existing theory and research on collaboration to provide a holistic perspective. It outlines collaboration processes along prescribed strands and aspects that are informed by a sound evidentiary basis. The aspects contained within the framework are designed to provide foci for teaching and the basis of assessment.
Embracing Digital Learning In The Covid-19 Era, Ashok Kumar Pandey
Embracing Digital Learning In The Covid-19 Era, Ashok Kumar Pandey
Teacher India
The COVID-19 outbreak has led to school closures across the globe. Dr Ashok Kumar Pandey writes about ways in which school leaders can respond to this emergency.
Tackling Maths Anxiety, Divya Kapoor
Tackling Maths Anxiety, Divya Kapoor
Teacher India
Maths anxiety is one of the leading causes of poor performance in maths. Divya Kapoor discusses simple instructional strategies to help teachers support students suffering from maths anxiety.
Interview: Schools Coping With Covid-19, Vishal Varia
Interview: Schools Coping With Covid-19, Vishal Varia
Teacher India
Some schools have taken rapid measures to prevent learning loss due to the ongoing COVID-19 pandemic. Dr Vishal Varia shares the experience of the Rosary Group of Schools in a conversation that includes some useful tips for schools and teachers.
Student Self-Assessment: Boon Or Bane?, Ashtamurthy Killimangalam
Student Self-Assessment: Boon Or Bane?, Ashtamurthy Killimangalam
Teacher India
Student self-assessment can help to improve learning outcomes, but only if used as a formative exercise, as Ashtamurthy Killimangalam explains.
A Learning Culture For The Digital World – Something To Learn From Moscow?, Andreas Schleicher
A Learning Culture For The Digital World – Something To Learn From Moscow?, Andreas Schleicher
Teacher India
While people have different views on the role that digital technology can and should play in schools, we cannot ignore how digital tools have so fundamentally transformed the world outside of school. Andreas Schleicher looks at how schools in Moscow use digital technology in their classrooms.
Analysis Of 21st Century Skills Integration As Applied In The Philippines K To 12 Program. Final Report, Claire Scoular
Analysis Of 21st Century Skills Integration As Applied In The Philippines K To 12 Program. Final Report, Claire Scoular
Curriculum development and review
An analysis of 21st Century Skills integration in the Philippines was designed to support the Philippines identify a strategy for assessment, teaching, and learning of 21st century skills (21CS). This project identified and built on a number of recent studies and country initiatives that have highlighted the need for different approaches to the integration of 21CS. This project had three overarching aims: 1. To identify best practices on the use of classroom-level teaching strategies of 21CS to support learning 2. To build in-country capacity to understand, identify, and observe the skills at classroom level 3. To develop a Strategic Road …
Critical Thinking: Definition And Structure, Jonathan Heard, Claire Scoular, Daniel Duckworth, Dara Ramalingam, Ian Teo
Critical Thinking: Definition And Structure, Jonathan Heard, Claire Scoular, Daniel Duckworth, Dara Ramalingam, Ian Teo
Assessment and Reporting
The development of critical thinking as an essential skill in 21st century learning is uncontested within educational and professional settings. The degree to which it is operationally defined, taught and assessed, however, remain at large. This incongruence complicates efforts to develop critical thinking in students, as well as devise intervention techniques and assessment tools. This framework has been developed to address the challenges associated with teaching and assessing critical thinking. While there are many definitions of the skill, as outlined in the first part of this document, few definitions provide a means to operationalise critical thinking in the classroom. …
Collaboration: Definition And Structure, Claire Scoular, Daniel Duckworth, Jonathan Heard, Dara Ramalingam
Collaboration: Definition And Structure, Claire Scoular, Daniel Duckworth, Jonathan Heard, Dara Ramalingam
Assessment and Reporting
The definition of any skill or construct is essential prior to the assessment, teaching, or development of pedagogical resources in relation to the skill. The ACER collaboration framework is designed to support researchers and educators with a clear definitional model from which to base their understanding and development of the skill. This collaboration framework has been developed to address the challenges associated with teaching and assessing collaboration. While there are many definitions of the skill, which are outlined in the first part of this document, few provide a means to operationalise collaboration in the classroom. This framework is designed to …
Creative Thinking: Definition And Structure, Dara Ramalingam, Prue Anderson, Daniel Duckworth, Claire Scoular, Jonathan Heard
Creative Thinking: Definition And Structure, Dara Ramalingam, Prue Anderson, Daniel Duckworth, Claire Scoular, Jonathan Heard
Assessment and Reporting
In recent years there has been an increasing recognition that creativity and creative thinking should be fostered as valued outcomes of schooling, either in their own right, or as part of a set of so-called ‘21st-century skills’. While the importance of creative thinking is now widely accepted, it remains the case that there is a lack of agreement regarding a definition of creative thinking, nor is there a universally adopted framework to guide its teaching and assessment. It is in this context that the Australian Council for Educational Research (ACER) has reviewed the extensive literature on creative thinking and developed …
Using Project Work To Enhance Learning, Divya Kapoor
Using Project Work To Enhance Learning, Divya Kapoor
Teacher India
The old school model of passively learning facts and rote memorisation is no longer sufficient for preparing students to survive in today’s world. Project-based learning can help foster 21st century skills, says Divya Kapoor.
Fun With Grammar, Beena Anil
Fun With Grammar, Beena Anil
Teacher India
Activity-based learning can help students to learn grammar. Dr Beena Anil shares practical tips.