Getting started or want to understand the PAT basics before using the PAT Teaching Resources Centre?
PAT Essentials is a collection of tools, resources and materials to support teachers and educators who use PAT tests in their schools. Whether completely new to the PAT series, or experienced in the use of tests and assessment data, every PAT user will find valuable content in PAT Essentials that can inform their teaching and learning strategies.
Find out more at https://shop.acer.edu.au/pat-essentials-kit
STEM - Quick links to resources
STEM landing - Achievement band descriptions
STEM - Use Australian Curriculum content codes to find resources
STEM - Using achievement bands to find resources
Example PAT Maths concept builder
Example PAT Maths skill illustration
Example PAT Maths annotated question
Example PAT Reading teaching activity
Example PAT Reading skill illustration
Example PAT Reading annotated question
Teaching Resource Centre basics
Reading landing - Finding resources - By achievement band
Maths - Quick links to resources
Maths landing - Achievement band descriptions
Maths - Use Australian Curriculum content codes to find resources
Maths - Using achievement bands to find resources
Reading landing - Achievement band descriptions
Reading landing - Professional support - See real teachers at work
Reading landing - Professional support - How to improve reading comprehension
Reading landing - Quick links to resources
Reading landing - Finding resources - By Australian Curriculum code
Modelling comprehension strategies
Making inferences early
Why vocabulary matters
How to read aloud effectively
Authentic texts and practice texts
Reading aloud and talking about books: Why it matters
Reading aloud and talking about books: The key factor
How to improve reading comprehension videos
Are all editions of PAT Maths catered for?
PAT Reading teaching activity videos
How are the resources organised?
Resource centre sign in prompt
Home page access resources box
Australian Curriculum references
Home page sign-in box
Home page banner
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Home page box 2
Home page box 1
Resource centre landing box 3
Resource centre landing box 2
Resource centre landing box 1
Resource centre landing banner
Reading landing banner
Reading landing box 3
Reading landing box 2
Reading landing box 1
Maths landing banner
Maths landing box 3
Maths landing box 2
Maths landing box 1
Is PAT Maths linked to the NSW mathematics syllabus?
Is PAT Reading aligned to the NSW literacy continuum?
Using PAT Maths Third Edition or PAT Maths Plus scores?
How do I register?
Where can I go for assistance in using PAT effectively?
How can PAT results be used?
What year levels does the resources centre for Maths cover?
Deconstructing maths anxiety: Helping students to develop a positive attitude towards learning maths
Higher maths ability is often believed to go hand-in-hand with greater levels of general intelligence. At the same time, many students have a negative attitude towards maths. Maths anxiety is defined in the research literature as feelings of concern, tension or nervousness that are experienced in combination with maths. In 2005, researchers in the United States estimated that approximately 20 per cent of the US population were highly maths anxious. Given the cultural similarities between the US and Australia, we can assume that the percentage would be comparable here.Watch video
I have other questions. Who can I speak to?
Frequently asked questions
How much is a subscription?
What is the PAT Resources Centre?
What year levels does the resources centre cover for Reading?
How do I print an activity?
How do I delete a page from my favourites?
How do I access my favourites?
How do I add a favourite?
How do I use the annotated questions?
What are the annotated questions?
How do I use the teaching activities and concept builders?
What are the teaching activities and concept builders?
How do I use the resources centre?
How do the resources relate to students’ PAT results?
What learning areas are covered?
What is the PAT Teaching Resources Centre?
The power of expectation
Geoff N Masters
Success in most fields of endeavour depends on an ability to visualise success. It has long been known that elite athletes mentally rehearse each performance prior to its execution. Advances in neuroscience show why this may be so important: the neurological processes involved in visualising a performance are almost identical to those involved in the performance itself. Indeed, simply watching somebody else perform activates 'mirror' neurons in the observer paralleling neuronal activity in the performer. The ability to visualise success and an accompanying belief that success is possible appear to be prerequisites for most forms of human achievement.Watch video
Preparing 21st century learners: The case for school-community collaborations
Michele Lonsdale and Michelle Anderson
Highly effective schools have high levels of parent and community engagement. Community here includes parents, business and philanthropic organisations, and various services and not-for-profit groups. How engagement is defined and what it looks like in practice will vary from school to school. But, as the growing body of research makes quite clear, support from those beyond the school gates is an essential part of preparing learners for the twenty-first century.Watch video
Towards a growth mindset in assessment
Geoff N Masters
The approaches we take to assessing learning, the kinds of tasks we assign and the way we report success or failure at school send powerful messages to students not only about their own learning, but also about the nature of learning itself. Assessment and reporting processes shape student, parent and community beliefs about learning—sometimes in unintended ways.Watch video
The hard work of improvement
Geoff N Masters
A common strategy for promoting improved employee or organisational performance is to place a strong focus on organisational results. For example, in commercial businesses, it is common to focus on results such as sales volumes, total business revenue, annual company profit or share price. With desired results clearly identified, results metrics are then established to measure existing performance levels, set targets for improvement, monitor improvement over time and hold employees accountable for achieving better results.Watch video
Assessing student learning: Why reform is overdue
Geoff N Masters
Advances in our understanding of human learning require new approaches to assessing and monitoring student learning. Much assessment thinking has changed little over the past fifty years. The field continues to be dominated by twentieth century introductory textbook concepts, including such dichotomies as formative versus summative assessment, criterion-referenced versus norm-referenced testing, quantitative versus qualitative assessment, informal versus formal assessment—distinctions that often hamper rather than promote clear thinking about assessment.Watch video
Teaching reading comprehension
Independent reading and teacher-scaffolded reading both contribute to the development of students' reading comprehension skills.Watch video
Why is text complexity important?
The skills a reader requires to comprehend a text are determined by the complexity of the text and the difficulty of the task. Easy questions tend to be easy, even when the text is complex. Deep understanding of a complex text is more difficult to acquire than a superficial understanding.Watch video