Gin Gin State High School Queensland State School ...

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Gin Gin State High School Queensland State School Reporting 2015 School Annual Report Postal address 30 High School Road Gin Gin 4671 Phone (07) 4133 2111 Fax (07) 4133 2100 Email [email protected] Webpages Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website. Contact person Mr Paul Stehbens (Principal) Principal’s foreword Introduction This report outlines the key events in the 2015 school year at Gin Gin SHS, and our initiatives for ensuring that we maximise students learning outcomes and opportunities in the our rural community. It describes our social context, curriculum, staff expertise, significant students learning outcomes and future directions. This report is available on the school website and in hard copy at the school. School progress towards its goals in 2015 Priority Focus Outcomes Successful Learners Analyse Student Data Implement and engage in regular data review cycles to inform improvement, guide teaching and prompt early intervention Further develop teacher expertise in data analysis to inform effective teaching and learning Track post Year 12 destinations for at least 6 months Improve Student Attendance Analyse trends in student attendance and implement strategies to increase student attendance to 90% Implement Every Day Counts strategies Maintain Incentive schemes Provide catch up strategies when students have been absent Teachers ensure every day in every lesson students are learning Cater for Student Needs Implement strategies to cater for students’ academic, social and emotional needs Develop Individual Curriculum Plans to support students Ensure quality Study Coaching and development of SET plans Analyse Student Data HODs are engaging in data review cycles at least once per term. Will need to continue to focus on this in 2016 DP presented PD for whole staff re attendance data, class dashboard. HODs working with staff to develop capabilities in data analysis. Will need to continue to be a focus in 2016 Indigenous 2014 students tracked initially, still to be implemented for whole year 12 cohort Improve Student Attendance Initially improved over 90% but not maintained (89.4% for 2015) 25% of students have <85% attendance 85% attendance prerequisite for incentive days, socials, senior jersey Range of strategies being implemented however results are variable with some students seriously impacted by major health issues Cater for Student Needs 2 staff participated in QSIL Project (Differentiated Learning) ICP’s developed, implemented and reported on for students in years 7-10. Further staff PD and development required

Transcript of Gin Gin State High School Queensland State School ...

Page 1: Gin Gin State High School Queensland State School ...

Gin Gin State High School Queensland State School Reporting 2015 School Annual Report

Postal address 30 High School Road Gin Gin 4671

Phone (07) 4133 2111

Fax (07) 4133 2100

Email [email protected]

Webpages Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.

Contact person Mr Paul Stehbens (Principal)

Principal’s foreword Introduction This report outlines the key events in the 2015 school year at Gin Gin SHS, and our initiatives for ensuring that we maximise students learning outcomes and opportunities in the our rural community. It describes our social context, curriculum, staff expertise, significant students learning outcomes and future directions. This report is available on the school website and in hard copy at the school.

School progress towards its goals in 2015

Priority Focus Outcomes

Successful Learners

Analyse Student Data

• Implement and engage in regular data review cycles to inform improvement, guide teaching and prompt early intervention

• Further develop teacher expertise in data analysis to inform effective teaching and learning

• Track post Year 12 destinations for at least 6 months

Improve Student Attendance • Analyse trends in student attendance and

implement strategies to increase student attendance to 90%

• Implement Every Day Counts strategies • Maintain Incentive schemes • Provide catch up strategies when students

have been absent • Teachers ensure every day in every lesson

students are learning Cater for Student Needs • Implement strategies to cater for students’

academic, social and emotional needs • Develop Individual Curriculum Plans to

support students • Ensure quality Study Coaching and

development of SET plans

Analyse Student Data

• HODs are engaging in data review cycles at least once per term. Will need to continue to focus on this in 2016

• DP presented PD for whole staff re attendance data, class dashboard. HODs working with staff to develop capabilities in data analysis. Will need to continue to be a focus in 2016

• Indigenous 2014 students tracked initially, still to be implemented for whole year 12 cohort

Improve Student Attendance • Initially improved over 90% but not maintained

(89.4% for 2015) • 25% of students have <85% attendance • 85% attendance prerequisite for incentive days,

socials, senior jersey • Range of strategies being implemented however

results are variable with some students seriously impacted by major health issues

Cater for Student Needs • 2 staff participated in QSIL Project (Differentiated

Learning) • ICP’s developed, implemented and reported on for

students in years 7-10. Further staff PD and development required

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Priority Focus Outcomes

• Provide specialist support for individuals • Study Coach refresher for school

expectations of the role • Target over 90% QCE attainment and over

90% OP 1-15

VET certification completion • Tracking proforma available for study coaches

and training for study coaches • Teachers tracking progress documented • Parent contact re progress of students at risk • Completion of one competency in Semester 1

to ensure courses are registered • Target 85% or better attainment of VET

certificate

Upper 2 Bands Priority

• Ensure a variety of processes are in place to differentiate for U2B students

• Embed differentiation strategies across all year levels using diagnostic assessment processes and ACARA recommendations

Literacy and Numeracy Improvement • Develop a NAPLAN action strategy with a

focus on improving Reading, Writing, Numeracy, NMS and U2B

• Support of Master Teacher and Success Schools team to improve NAPLAN and A-E results Target 85% or better C or above in Maths and English

• Target 10% Year 7 and 9 students in Upper 2 Bands of NAPLAN

• Target 75% or better National Minimum Standard in Year 7 with individual curriculum programs for those at risk of not attaining National Minimum Standards

• Target 85% or better National Minimum Standard in Year 9 with individual curriculum programs for those at risk of not attaining National Minimum Standards

Great Results Guarantee • Implement strategies outlined in GRG

agreement

• Year 12 Results - major focus driven by Senior Schooling DP

• TrackEd and TraQCEr used to track student progress towards QCE

• QCE support plans developed for “At Risk” and Indigenous students

• 100% of students achieved a QCE or a QCIA • Study Coaches participated in targeted PD • OP1-15 81.3% • % QTAC offers 100%

VET certification completion • Tracking sheets developed and completed by VET

teachers for all yr. 11 and 12 • Strategies implemented to ensure completion of all

VET competencies • 56.3% of Year 12 achieved a Cert II or better • 9.1% of non OP1-15 achieved a Cert III or higher • Improved VET attainment will be a focus area for

2016 Upper 2 Bands Priority • This continues to be an area of concern (Year 7

Reading 24.7%, Numeracy 20%; Year 9 Reading 9.4%, Numeracy 9.7%)

• Did not participate in Unify program in 2015 • Further development and implementation required Literacy and Numeracy Improvement • NAPLAN strategies implemented Mathematics,

English (4 lesson/week in years 7,8 & 9) • Master Teacher developed programs focusing on

reading and writing. Success coach had numeracy focus

• Semester 2 % students with a C or better in Mathematics & English: Year 7 – 73.75%, Year 8 – 83.63%, Year 9 -71.62%, Year 10 – 78.95%

• U2B Reading yr. 7 24.7%, yr. 9 9.4%; Numeracy yr. 7 20.0%, Numeracy 9.7%. %U2B SQSS – Comparable

• NMS Year 7 - Reading 94.8%, ; Numeracy 93.3% • NMS Year 9 - Reading 9 92.2%; Numeracy 93.5% • Differentiated learning (e.g. support plans, ICP’s)

developed and implemented for students below NMS

Great Results Guarantee • Key staff attended Growth Coaching PD

Opportunities provided for staff to participate in coaching conversations – ongoing

• ICP’s developed and implemented for identified students

• Transition visits occurred with all cluster primary schools

• Staff PD – Explicit Instruction, Differentiation, ESCM • Class Profiling – Whole school sweep each

semester • Regular diagnostic testing and tracking to respond to

student progress needs

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Priority Focus Outcomes

Health and Wellbeing

• Implement explicit teaching of expected behaviours within a SWPBS framework

• Explore strategies to support resilience and mental health eg Mindmatters, Rock and Water, Betterman program, Boys and Girls programs

• QPS presentations about legal implications eg Social Media, sexual relationships, Improve health through curriculum programs

• Audit mental health and well-being curriculum in the current curriculum

• Implement successful NEP and ESP plans • Support from Guidance Officer Mental Health,

Master Teacher and Success Schools Team • Target <5 short term SDA's/month; <1 long

term/month, < 3 behaviour incidents per day

Health and Wellbeing

• SWPBS – Development of curriculum plan ongoing. Will need to be a continued focus in 2016

• Drama curriculum units such as Year 8 Drama Bullying and Year 11 X-Stacy – drug education

• Being developed – possible Growth Mindset approach

• Ongoing, external ESP support variable in success. • GO developed support plans for a wide range of

students • Fortnightly Student Welfare meetings involving

HODs, POD Leaders, GO, DP’s Chaplain, Youth Support Coordinator

• Improved SDA data. 4.4 short term SDAs/month, No long term SDA’s – achieved

• Behaviour Data - 4.18 incidents per day (ongoing)

Great People

Develop Professional Knowledge

ACARA Priorities

• Continue to align and embed Australian Curriculum in all settings, according to the school implementation plan

• Implement the North Coast Region: " A Guide to School Based Assessment Tools and Year Level Expectations"

Literacy Priority • Use data cycles to inform strategies for

literacy improvement • Use data to differentiate curriculum to support

improvement for every student • Support from Master Teacher and Success

Schools Team

Numeracy Priority • Use data cycles to inform strategies for

numeracy improvement • Use data to differentiate curriculum to support

improvement for every student • Support from Master Teacher and Success

Schools Team

Master Teachers

• Develop opportunities for the Master Teacher to work alongside teachers to improve teaching practices through modelling, coaching and observation

ASOT

• Continue to develop and embed an overarching Curriculum Framework based on ASOT

• Investigate and implement locally selected Design Questions - of the ASOT framework

ACARA Priorities

• Year 7/8 – HPE, Digital Technologies, Design and Technology, The Arts – Implemented

• Year 7-10 – Mathematics English, Science, History, Economics, Business, Geography, Citizenship Education – Implemented

• Ongoing

Literacy Priority

• Data cycles embedded – spelling • Master Teacher – Semester 1 Writing on Demand

Year 7; Semester 2 – Whole School reading for inference

Numeracy Priority • Targeted Mathletics & NAPLAN preparation lesson

each week in years 7-9 • Task booklets in years 7-10 provide data and inform

teaching • Master teacher provided some data analysis for

numeracy • Success Coach – Numeracy Focus on Improved

Pedagogy in 2015 – achieved

Master Teachers

• Coaching/feedback for year 7 teachers and others as required

ASOT

• Strong ASOT implementation - DQ1and 8 • Refresher DQ 6 & 7 • DQ 9 and 10 -2016

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Priority Focus Outcomes

Teaching Quality

Develop Professional Practice &

Engagement

BPN Priority

• Engage in quality professional development and professional sharing via BPNs. Foster participation of whole of leadership team in improvement via discussions and participation. (Ensure whole of school leadership team involvement in professional learning communities relating to improvement priorities)

• Develop support for leadership development of Deputy Principals and HODs across the area

Class Profiling

• Refresh training for those with Class Profiling duties

• Train new profilers • Train Advanced profilers

Developing Performance Framework • Embed the DPF with all staff (teaching and

non-teaching) ensuring alignment to school improvement priorities and individual needs

• Teaching staff Performance Plans align with AITSL: Australian Professional Standards for Teachers

• Consultation and feedback structures are in place and occur in a timely manner (Differentiated and minimum once a term)

• Use peer observations, feedback, differentiated coaching and learning communities to improve teaching practices

• Formalise and implement observational rounds and feedback processes

• Mentors support new teachers • Continue to implement class profiling • Implement processes to monitor staff and

personal wellbeing, through line management and regional support

• Implement co-coaching though the GROWTH coaching model

Success Team Strategies

• List the strategies for sustainability of learning throughout 2015

Closing the Gap • Provide professional development for

Indigenous Ways of Learning and Cultural Understanding

• Support and recognition for Indigenous student achievement

• CEC engagement in IEW network

BPN Priority

• Ongoing Class Profiling • Approximately 80% of staff now trained classroom

profilers • All staff profiled once per semester • 4 Advanced profilers

Developing Performance Framework • All staff participated in ADP process with varying

degrees of engagement. Need to continue to implement AITSL standards with staff in 2016

• Line Managers provided staff with feedback on a regular basis (1/term)

• Coaching and feedback PD to whole staff, with focus on Leadership team – Coaching/feedback processes to be formalized in 2016

• 2 staff trained as Beginning Teacher Mentors • Classroom profiling implemented (see above) • Growth Coaching - PD completed, coaches refined

skills in 2015. Implement whole school in 2016.

Success Team Strategies • Whole School PD - ESCM • Whole School Classroom Profiling • Mentoring Junior Mathematics Teachers • Staff PD – Modelled lessons, 4 squares, NCR

Maths Team site • Staff PD – Peter O’Sullivan, Rob Proffit-White

conducted PD with all teachers in years 7-9

Closing the Gap • Community Education Counsellor - 2 days/week

supporting indigenous students with attendance, engagement, curriculum and community links

• Cultural Awareness training - new staff week 1 Term 3

• NAIDOC Week celebrations • 100% of yr. 12 students obtained QCE • Indigenous attendance significantly lower than all

student attendance in all year levels except year 12 (93.8%)

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Priority Focus Outcomes

Students with Disability

• Provide ongoing professional development and support for the Disability Standards for Education

• Develop inclusive strategies and Special Education Facility

Students with Disability

• All SEU teachers and teacher aides completed online training on Disability Standards for Education. Whole school PD in 2016

• 100% of SWD students have participated in some capacity in mainstream classes e.g. Electives – Art, Manual Arts, Drama, Catering

• Fully inclusive school • All eligible year 12 students obtained QCIA • ICP’s and modified curriculum implemented for

SWD

Great People

Principal Leadership & Performance

Lead Teaching and Learning

Develop self and others

Lead improvement,

innovation and change

Learning Communities

• Principal Performance Development Plan in place with ARD with clearly identified leadership focus

• Lead and model learning to develop a shared belief that all students can learn and all teachers can teach

• Develop localised structures that enable teachers to engage in discussion and analysis of effective teaching and learning

• Enable teachers to engage in effective coaching opportunities to improve teaching practices

• Develop capacity amongst potential future leaders and provide opportunities for aspirants as they arise

• Implement career support plan for aspirational leaders

Leadership Team

• Focus team meetings on critical high yield strategies

• Encourage professional reading

Learning Communities

• Support program for aspirants in place • High Reliability Schools (HRS) focus in Leadership

meetings • HRS surveys used to inform practice • All staff participated in ADP development and

review process • Staff Professional development aligned with ADP’s • Essential Skills for Classroom Management

(ECSM) PD for all staff

Leadership Team • Meeting refocus – strategic (monthly), management

(fortnightly) • Variable engagement from staff - ongoing

Know your data

Explicit Improvement Agenda

• Analyse whole school trends to inform the explicit improvement agenda

• Articulate a whole school improvement agenda that is shared and known by all in the school community and overtly and rigorously enacted

Curriculum Teaching and Learning/ Discipline Reviews

• Implement recommendations from latest audit report

• Use Headline data to review progress

Internal Audit • Implement strategies to fulfil internal audit

requirements and recommendations

Explicit Improvement Agenda

• HODs review achievement data each term with staff – celebrate strengths, identify areas for improvement (class specific)

• Line Mangers work with HODs to review EIA on a regular basis

Curriculum Teaching and Learning/ Discipline Reviews • In progress • Headline data reviewed by leadership team,

continued improvement will be a focus for 2016.

Internal Audit • Achieved

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Priority Focus Outcomes

Resource Management • HODs use spreadsheets to manage budgets • Extra Curricula programs managed through

HODs • Support personnel allocation through

HOSES and BSM • Staffing to align to improvement agenda

Opinion Survey Priorities

• Use the opinion survey data to respond to concerns in order to ensure better outcomes for students

Resource Management • Achieved • Teacher Aide T/tables developed through One School • Teacher Aide allocation targeted improvement agenda

e.g. QCE Attainment, literacy, numeracy Opinion Survey Priorities • SOS data reviewed by leadership group –

successes celebrated & strategies developed to address areas for improvement e.g. Communication (review of file structure), behaviour management (ongoing), staff morale, “My teachers care about me” (ASOT - DQ8)

Engaged Partners

Regional Support

Maintain alignment

Develop consistency

Scale up success

Alignment and Consistency • Continue to develop opportunities to work

with regional support staff and services • Continue working together with cluster

schools to share knowledge and resources • Implement the recommendations from the

School Improvement Unit as required Flying Start initiative • Develop smooth transition processes for

all Junior Secondary students • Maintain opportunities to ensure the Junior

Secondary initiative is successful • Develop a range of locally pertinent

communication strategies that enable the sharing of information

• Continue the fostering of strategies concerning staffing and resource allocations

Inclusive Education • Complete resourcing of Special Education

Facility • Provide professional development for

understanding of inclusivity, differentiation, anti-discrimination act, individual curriculum plans and specific disabilities

• Review Responsible Behaviour Plan for Students

Alignment and Consistency • Strong cluster support for aligned curriculum and

pedagogy beginning with P-10 Writing program using GRG funds

• Cluster meetings held 1/term • Collaboration Innovation Fund – Industry Reference

Group established to develop partnerships between local High School and Industry. Strategic plan and regular meetings scheduled for 2016

Flying Start initiative • Junior Secondary successful transition • Principal + other staff visits to all primary feeder

school • Information provided by primary schools for SWD,

Learning Support Students, At Risk students etc • Support plans developed for these students. • Year 7 area established

Inclusive Education • SEU facility (D Block) opened 2016 • Grants expended - $20 000 furniture, $20 000

eLearning • All SEP staff have completed NVCI training • Whole school PD on ICP development and

implementation • Whole school PD on Differentiation • SWD Student Profile folders distributed to all

staffrooms • Responsible Behaviour Plan reviewed and revised

plan implemented term 1 2016 • QSIL program – principal, HOSES + teacher

presented project at QSIL Conference (Directed Learning, Observations, Mentoring, Scaffolded learning, Catering for Individuals)

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Priority Focus Outcomes

Engaged Partners

Local decision making

Embrace autonomy

Create partnerships

Enhance the positive

school image

School Profile

Partnerships

• Continue to work with regional support services to support and sustain school improvement

• Develop partnerships within and beyond the school that support student learning.

• Embrace opportunities to collaborate with local communities

Parent and Community Engagement Strategy

• Promote parent participation in school events and provide opportunities for families to observe student learning and celebrate student achievement

• Use multiple communication channels to communicate with parents eg email, SMS, telephone, web portal, newsletter and Social Media

• Provide programs and opportunities for parents to build their capacity to support their child’s learning

• Actively seek and develop a wide range of community partnerships

Bundaberg Regional Youth Hub

• Maintain active participation in Management and Operational committees and Student Futures initiative

• Implement Partnership mapping process Agribusiness • Maintain participation as an Agribusiness

Gateway School • Maintain participation in Primary Industries

Education Foundation • Enhance role and effectiveness of NAB

Schools First Alliance Steering Committee • Build agribusiness curriculum with partnership

for paddock use School Promotion • Effective use of media including social media • School displays at community events • Purchase school banner • Post school vision around the school

Partnerships

• Enhanced Indigenous partnerships – Songlines project

• Links with BRC – Youth Forum, Leaders Meet Leaders,

• Chaplaincy • Gin Gin Show Display • Collaboration Innovation Funding – Links with local

high schools and industry.

Parent and Community Engagement Strategy

• Achieved – school sporting carnivals, Technology Challenge, Interschool sport, Sports Award Evening, Academic Awards Evening, Meet the Teacher Evening, Parent Teacher Evenings

• Schoolzine (Newsletter on line); IDAttend – student absences, texts to parents- achieved

• Community Partnerships – Evolution Mining, Landcare, Rural Fire Brigade, Local Property owners, SES, Gin Gin Show Society, NAB Schools First Alliance Steering Committee – ongoing

Bundaberg Regional Youth Hub • Ongoing – Youth Support Coordinator attending

monthly meetings Agribusiness • Developed partnership with CQU, Shalom CC and

St Lukes CC • Funding $5000 as Agribusiness Gateway School –

purchased Vet Crush, Scales, Load Bars and Reader, Irrigation timers

• Completion of Greenhouse in GGAP • NAB Schools First Alliance Steering Committee

meetings – once per term increased opportunities for work experience in local industries.

• $1000 for Technology Challenge School Promotion • Successful show display incorporating displays from

students and community partners. School banner purchased and displayed at show. Students assisted show Society with setting up and dismantling show displays and assisted with Stud Cattle during show

• School vision displayed in every classroom

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Future outlook Key priorities for 2016 include:-

• Improving Literacy and Numeracy Outcomes

Whole School Reading Framework

Cluster Writing Framework

Problem solving strategy and numeracy warm ups

Meeting NAPLAN Targets for NMS and U2B

• Embedding eLearning and Digital Technologies into curriculum and pedagogy

• Support plans for SWD, Students at Risk, Students with Mental Health Issues and Disengaged students

• Attendance Improvement

• Staff and Students Heath and Well being - Positive Behaviour Learning

• Closing the Gap and support programs for Indigenous students

• Effective Teaching in Every Classroom

Classroom profiling

ASOT implementation

• Senior Schooling Outcomes – QCE, OP1-15, QCIA

• VET Attainment – TAFE, SBA, SBT, GenR8, Work Experience

• High Reliability School

Leadership Development

Staff Annual Development Plan cycles

Coaching and feedback

• Community Partnerships.

• Disability Standards for Education

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Our school at a glance

School Profile

Coeducational or single sex: Coeducational Independent Public School: No Year levels offered in 2015: Year 7 - Year 12 Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 429 215 214 33 91%

2014 379 183 196 21 91%

2015 445 217 228 23 91% Student counts are based on the Census (August) enrolment collection. *From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts. In 2015, there were no students enrolled in a Pre-Prep program.* *Pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).

Characteristics of the student body:

Gin Gin State High School is a rural school in an area of significant social disadvantage, unemployment and lack of large industry. Bundaberg, the nearest large centre is accessible, and students access training, sport and extra curricula opportunities within the region. Students at our school demonstrate strong leadership and are involved in community and achieve sporting and academic excellence. Compliance with the school’s Responsible Behaviour Plan for Students is high and students participate in a wide range of extra curricula activities. A wide range of cultural backgrounds is represented, including students for whom English is a second language, and less than 10 % of students identified as Indigenous in 2015. Many students access the school buses and students are strongly supported by services such as Chaplaincy, School Based Youth Health Nurse and Youth Support Coordinator, as well as Guidance and Care group structures. In 2015, 100% of students achieved a QCE or QCIA, and the percentage of students with OP 1-5 results emphasises the quality of student leadership and staff support for academic attainment.

Average class sizes

Phase

Average Class Size

2013 2014 2015

Year 7 Secondary – Year 10 21 21 21

Year 11 – Year 12 16 15 15

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

School Disciplinary Absences

* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015. **From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

Short Suspensions - 1 to 5 days 68 41 53

Long Suspensions - 6 to 20 days 16 1 0

Exclusions 1 0 0

Cancellations of Enrolment 2 1 1

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Curriculum delivery . Our approach to curriculum delivery

Junior Secondary (Years 7-8)

• Core: English, Mathematics, Science, Humanities and Social Sciences, HPE and LOTE (Japanese) • Electives: Design and Technologies (ITD, HEC), Art, Drama, Digital Technologies

An additional Mathematics and English lesson in years 7 to 9 provides a targeted focus on literacy and numeracy development in the junior school

Middle Secondary (Years 9-10)

• Core: English, Mathematics, Science, History, Geography, Citizenship Education and HPE • Electives: Junior Construction, Junior Engineering, Art, Drama, Digital Technologies, Catering,

Business Studies, Graphics, LOTE (Japanese) • VET (Yr 10 only): Certificate I – Construction, Business, Information, Digital Media and Technology

Certificate II - Engineering Pathways

In addition, The Gin Gin Alternate Program (GGAP) was offered to students in years 9 to 10 and provided an alternative course of study for students who were disengaged from traditional styles of learning. Students in GGAP complete the following subjects: English, Mathematics, Health and Physical Education, Life Skills, Agricultural Science, Junior Engineering and Junior Construction.

All year 10 students have the opportunity to complete one week of Work Experience.

Senior Secondary (Years 11-12)

• Authority Subjects: English, Mathematics A, Mathematics B, Physics, Biology, Chemistry, Modern History, Legal Studies, Geography, Visual Art, Drama, Business Communication and Technologies, Physical Education

• Authority Registered Subjects: English Communications. Prevocational Mathematics, Recreation Studies, Short Course Literacy, Short Course Numeracy

• VET: Certificate I – Construction, Information, Digital Media and Technology; Certificate II - Engineering Pathways, Manufacturing Technology, Hospitality, Visual Arts, Agriculture

TAFE Links Program

Certificate II Automotive Vocational Program Certificate II Engineering Certificate III Fitness

School Based Apprenticeships and Traineeships continue to grow with strong local industry support.

Certificate III in Flooring Technology Certificate III Construction Certificate III Horticulture Certificate III Retail Certificate III Agriculture (Beef Production)

The following subjects were studied through Brisbane School of Distance Education

Mathematics C Ancient History Information Processing and Technology. Graphics

Instrumental music was offered to students in all year levels.

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Extra Curricula Activities Special Needs

Snakes Down Under Moncrieff Theatre Movie day “Bah Humbug” – 7

students SEU Option day at CQUni – 10 students Social Skilling program Bundy Bowl – 10 students

Technology/VET

GGAP/Certificate II Agriculture - Lundsville 10 students – Livestock handling; Fencing Construction, Moolu - 10 students; Mt Wallaby Stock handling – 10 students; Introduction to Low Stress Stock Handling – 16 students; Beef Week Rockhampton – 23 students

Maryborough Technology Challenge – 66 students

Mathematics/Science

QAMT Maths Enrichment program – 2 students Mt Rawdon Gold Mine Year 12 Chemistry – 16

students Chemistry Kids Kill Year 12 – 16 students Maths team Challenge – 29 students Year 12 Physics Dreamworld – 11 Students ICAS Mathematics and Science Competitions – all

years 7 & 8

The Arts/HPE

QAGoMA March Brisbane Exhibition Centre Senior Art – 22 students

Year 11/12 Drama Dirty Dancing Lyric Theatre – 24 students

Year 10 Drama students performed children’s picture books for Prep students at Gin Gin SS.

20 students involved in “Do the Five” performance for 400 students from around the district. Collaboration with Gin Gin SS to organize the event.

Year 11/12 Hospitality Industry Visit – 19 students Good Food and Wine Show – 9 students Instrumental Music camp Bucca Retreat – 28

students

English/Humanities/Japanese

Japanese Cultural Day at Gin Gin Primary School – 30 Year 7/8 students participated

Japanese Speaking Competition in Bundaberg – 4 students participated

Senior Geography Excursions to Burnett Heads, Mon Repos, Bucca Crossing, Gin Gin Creek - 14 students participated

Year 11/12 Geography – Catchment management Bucca Weir, Gin Gin Creek – 18 students

Quota Student of Year Quest Bundaberg Year 12 Legal Studies Excursion to CQU Bundaberg

– 12 students participated 64 Year 7 and 49 Year 8 students participated in

ICAS English competition Guest Speakers in Legal Studies classrooms- Law

students BCT students in Year 11 participated in Gin Gin

Show ( 12 students) as analysis of business venture

Camps/Trips

Snow ‘n’ Ski Trip to Mt Perisher – 36 students Relay for Life – 28 students 24 students from Year 11 and 12 attended the

Roadcraft Education Program in Gympie. Year 9 Camp –Tuchekoi – 27 Students Semester 1 Incentive – 112 students Semester 2 Incentive day – 74 Students (Junior); 21

(Year 11) Lead the Way years 7 & 8 – 12 students Reader’s Cup – Hervey Bay and Brisbane - 4

students (won at regional level in Hervey Bay) Tertiary Trip Brisbane – 7 students Run to the Roar Leadership Camp Year 12 – 10

students Year 12 Camp Wyper park – 70 Students Year 7 & 8 Camp Bucca Retreat – 114 students Youth Employment Program (Yep) Year 12

Indigenous – 4 students Play it Safe Festival Year 12 Indigenous – 4 students

Sport

Rowing – Lead Up Regattas x 2, Head of River, CQ Rowing Title – 8 students

Junior Volleyball Cup – 7 students Senior Volleyball Cup – 33 students Small Schools Rugby League – 44 students Interschool Summer and Winter Sport – Volleyball,

Soccer, Rugby League, Netball, Hockey, Tennis, Ten Pin Bowling

Community Events

85 students participated in the school musical, “Pens Down”. It was well received by the 800 students, family and friends that attended one of the three performances

The Mt Perry Dump Truck Pull Event is a major annual community event. It also raises significant funds for Gin Gin Chaplaincy service and for the continuation of the training and intervention of youth suicide through the running of ASIST workshops. In 2015 we had three teams of 14 students involved in the High School division as well as others helping out on the day.

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How Information and Communication Technologies are used to improve learning Teachers use their laptops to prepare lessons and learning materials, collate and analyse data and perform administrative tasks. They deliver content through multimedia projectors and audio systems (present in every teaching space), document cameras, interactive whiteboards, iPads and various peripheral devices.

School administrative staff use ICTs to access departmental programs and review and analyse school data, as well as communicate school policies and procedures to the wider school community. One School, One Portal, ID Attend and other departmental websites are regularly used for planning and review purposes. The school newsletter is published through Schoolzine and parents also have access to the QSchools App.

Students engage in learning experiences on desktop computers located in specialist labs and in various classrooms, via iPads and through participation in our 1:1 take home or day loan laptop and tablet program. Students have access to dedicated copiers and printers to generate paper based documents or digitise their work and learning materials. Some students bring in their own device/s from home and utilise these in the learning process.

Online delivery platforms such as the Learning Place, BlackBoard, EdStudio and Collaborate help students and teachers to share resources, collaborate on projects, self and peer assess work, and access quality digital learning objects and multimodal resources.

Specialist hardware and software and expertise allow students to undertake study in Computer Aided Design, Graphic Art and Robotics. Students in Science access a variety of devices which interface with computers to record and monitor data, and conduct experiments. Students in Mathematics develop dynamic models using equations, and investigate changing parameters to observe their effects.

Students with Disabilities are supported with assistive technologies through 20 iPads, using a range of apps to engage students in learning and prepare them for life beyond school, socially, academically and work related. In 2015 this support included multi-touch LED panels in each classroom in the Special Education Unit.

An after school IT club meets once a week and is well attended, with students pursuing a number of areas of personal interest, including robotics, coding and specialist Microsoft training.

The school actively seeks out opportunities to support students in developing awareness of potential threats and dangers online, becoming cybersafe and constructive in their online contributions.

Digital Technologies was introduced to the curriculum, starting with year 7 in 2015 and with the aim of extending into year 8 in 2016. Students have gained a knowledge and appreciation of how information technology can be programmed through written code to perform a variety of practical and recreational tasks.

Students continue to be supported in making safe and thoughtful choices online through our cybersafe strategies. The school has budgeted and planned for the implementation of the highly regarded eSmart Digital License in 2016 for years 7 and 8.

Progress has been made towards implementation of the QParents application. This will streamline and enhance communication between the school and community, and support parents in managing their students’ affairs.

With the substantial conclusion of the NSSCF laptop take home program at the end of 2015, planning occurred throughout the year to make available a BYO program for 2016. This included a significant ($25000) investment in supporting management hardware and the wireless upgrade project ensured we have good reliable wireless networking right across the school.

Social Climate

Our House Structure:

The school has 3 houses that frame our supportive school environment, care structure, sport, extra-curricular activities and incentive schemes. They are:

BARANGA – Blue CORANG – Green MANUMBAR – Red

Each student at Gin Gin State High School is placed in one of 30 care groups from three houses – Baranga, Corang, Manumbar. These comprise approximately 14-15 students. All members of the family are placed in the same care group. The care group meets at least three days a week in the morning for 15 minutes.

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Each house has a House Coordinator, who is responsible for house spirit and team participation. Within each house there are 3 POD Coordinators who are responsible for student management and student support within their POD of care groups.

The purpose of Care Group is to:

• Foster a belonging for each student within a team environment

• Promote house pride and school spirit

• Ensure accountability of school policies and procedures

• Facilitate communication between school, students and carers

• Educate and promote positive behaviours and values through School Wide Positive Behaviour Support Programs and

activities

• Provide Student Support and Welfare Services

We are concerned with advocating positive student attitudes and action through the implementation of:

• Responsible Behaviour Plan for Students

• Drug Education Policies

• Respectful Relationships Policy

• A safe physical environment

• Sun-safe strategies

• ‘Smart Choices’ tuckshop policy

• Smart moves physical activity

• School Wide Positive Behaviour Support Program

• Anti-bullying campaigns

• ‘Walk Away Chill Out” campaign

• ‘World Anti Bullying Day- Say No To Bullying’

• Motivational Media - Jigsaw presentation (having a vision, knowing ourselves, accepting others, making good

decisions, overcoming difficulties)

• Cyber Safety education through Police Intervention Programs ‘Taskforce Argos’

• ‘No Limits’ Programs focusing on Boys Leadership and Disengaged Students Program’

To support the welfare and development of students our school has the following support personnel and programs available:

• Guidance Officer

• School Base Youth Health Nurse

• School Chaplain

• Support Teacher Literacy and Numeracy

• Students with Disability Special Education

Program staff

• Youth Support Coordinator

Gin Gin SHS has implemented the School Wide Positive Behaviour Support Program. (SWPBS)

The focus of SWPBS is to:

Implement the rules established for Gin Gin SHS which include:

• Respect Self, Respect Others, Respect Environment

• Teach explicitly expected whole school student behaviour, in and out of the classroom

• Review data to drive decisions around behaviour management and identify areas of concern

• Provide a forum where student encouragement and support strategies can be developed

• Teach appropriate behaviour

• Reward positive student behaviour

House Coordinators and Care Group Coaches monitor attendance within their house and care group and encourage student

attendance.

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Student and Parent survey data indicates that students feel safe at our school. Students are encouraged to report concerns regarding harassment/bulling to Care Group Coaches, POD leaders and/or administration. This includes concerns regarding cyber bullying. The School Chaplain, POD Leaders and Deputy Principals play a significant role in resolving conflict issues amongst students.

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2013 2014 2015

their child is getting a good education at school (S2016) 93% 93% 94%

this is a good school (S2035) 93% 95% 91%

their child likes being at this school (S2001) 93% 98% 99%

their child feels safe at this school (S2002) 100% 100% 99%

their child's learning needs are being met at this school (S2003) 93% 95% 94%

their child is making good progress at this school (S2004) 82% 95% 94%

teachers at this school expect their child to do his or her best (S2005) 89% 98% 99%

teachers at this school provide their child with useful feedback about his or her school work (S2006) 79% 91% 90%

teachers at this school motivate their child to learn (S2007) 79% 90% 84%

teachers at this school treat students fairly (S2008) 89% 90% 84%

they can talk to their child's teachers about their concerns (S2009) 96% 93% 93%

this school works with them to support their child's learning (S2010) 96% 95% 91%

this school takes parents' opinions seriously (S2011) 88% 82% 87%

student behaviour is well managed at this school (S2012) 85% 93% 80%

this school looks for ways to improve (S2013) 96% 90% 94%

this school is well maintained (S2014) 100% 100% 99%

Performance measure

Percentage of students who agree# that: 2013 2014 2015

they are getting a good education at school (S2048) 93% 87% 92%

they like being at their school (S2036) 86% 81% 87%

they feel safe at their school (S2037) 93% 87% 96%

their teachers motivate them to learn (S2038) 83% 85% 89%

their teachers expect them to do their best (S2039) 95% 94% 93%

their teachers provide them with useful feedback about their school work (S2040) 86% 80% 87%

teachers treat students fairly at their school (S2041) 76% 71% 80%

they can talk to their teachers about their concerns (S2042) 71% 71% 71%

their school takes students' opinions seriously (S2043) 78% 72% 72%

student behaviour is well managed at their school (S2044) 76% 63% 78%

their school looks for ways to improve (S2045) 97% 91% 90%

their school is well maintained (S2046) 97% 90% 92%

their school gives them opportunities to do interesting things (S2047) 92% 80% 85%

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Performance measure

Percentage of school staff who agree# that: 2013 2014 2015

they enjoy working at their school (S2069) 97% 98% 98%

they feel that their school is a safe place in which to work (S2070) 97% 100% 100%

they receive useful feedback about their work at their school (S2071) 88% 82% 85%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) 97% 100% 91%

students are encouraged to do their best at their school (S2072) 95% 98% 94%

students are treated fairly at their school (S2073) 95% 89% 91%

student behaviour is well managed at their school (S2074) 97% 89% 78%

staff are well supported at their school (S2075) 93% 87% 78%

their school takes staff opinions seriously (S2076) 85% 68% 74%

their school looks for ways to improve (S2077) 95% 84% 85%

their school is well maintained (S2078) 98% 100% 98%

their school gives them opportunities to do interesting things (S2079) 93% 87% 89%

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality.

Parent and Community Engagement

Parents have the opportunity to become involved in their child’s education through:-

Year 6/7 to Secondary Transition Days and ongoing transition with primary school

“Meet the Teacher” evening

Parent teacher interviews in Term 2 and term 3

Year 10 to 11 – Subject Selection Evening (Including QCE presentation)

An extensive S.E.T. planning process in the senior school involving consultation with parents regarding senior

subject selection and QCE tracking

Meeting parents of students in alternative programs to discuss future pathway options

Tertiary Options Evening

Tuckshop Volunteering

P & C Meetings

Volunteering at school events/activities e.g. Technology Challenge

4 reports per year (2 interim, 2 semester)

A communication section in student diary

Construction of Lighthouse Songlines project Yarnin’ Place

Gin Gin SHS Show Display - Marquee with displays from school faculties and community partners

GGAP links with community partners such as SES, Rural Fire Brigade, local primary producers and Show Society

Regular review meetings are scheduled involving all stakeholders for the following students:-

Kids in care

Students with Disability

At risk students

Disengaged students

Support plans are developed and implemented to ensure quality outcome for all e.g. Individual Education Plan, Behaviour

Support Plan.

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Reducing the school’s environmental footprint

Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns. Staff and students are aware of and encouraged to reduce the school’s environmental footprint. In 2015 a strategic facilities plan to ensure environmental sustainability and safety was developed. The school also has a recycling process.

Environmental footprint indicators

Years Electricity kWh Water kL

2012-2013 169,715 1,989

2013-2014 179,572 2,733

2014-2015 183,931 1,480

*The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school’s environmental footprint.

Our staff profile

Staff composition, including Indigenous staff

2015 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff

Headcounts 42 26 <5

Full-time equivalents 40 17 <5

Qualification of all teachers

Highest level ofattainment

Number of Teaching Staff *

Certificate 0

Diploma 0

Advanced Diploma 0

Bachelor Degree 28

Graduate Diploma etc.** 10

Masters 4

Doctorate 0

Total 42

0 0 0

28

10

4

00

5

10

15

20

25

30

*Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

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Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2015 were $43,878.51.

The major professional development initiatives are as follows:

Great Results Guarantee

Edutech PIEFA Conference Implementing Digital Technologies Mentoring Beginning Teachers High Reliability Schools High Impact Instructional Leadership

Science in Practice Implementation Peer Coaching/Growth Coaching Problem Solving in Numeracy Curriculum Data and Student Support QCAA – NAPLAN, QCIA Future Schools Expo

Other

ACEL – Australian Council for Education Leaders Write Fest NAPLAN Artist Book and Media Workshop Dan Myer 3P Learning Linking Engineers/Scientists with Teachers QSPA – QLD Secondary Principal’s Association BYOx Workshop Certificate II Active Volunteering ASOT – Art and Science of Teaching Classroom Profiling Mental Health and Wellbeing Conference High Impact Instructional Leadership High Reliability Schools Hawker Brownlow ACER – Australian Council for Educational

Research

Level 1 Strength and Conditioning Placing Faces on Data Winter Music School Cairns Junior Secondary Leading Change International Library Conference Lawsense – School Law AGForce DETE – Sippy Downs QCAA W/shops AITSL – Australian Institute for Teaching and

Learning Advanced Profiler training QCS Writing task Marker PETRA Project

The proportion of the teaching staff involved in professional development activities during 2015 was 100%.

Average staff attendance 2013 2014 2015

Staff attendance for permanent and temporary staff and school leaders 96% 96% 96%

Proportion of staff retained from the previous school year

From the end of the previous school year, 88% of staff was retained by the school for the entire 2015 school year.

School income broken down by funding source

School income broken down by funding source is available via the My School website at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

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Where it says ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.

Performance of our students

Key student outcomes

Student attendance 2013 2014 2015

The overall attendance rate for the students at this school (shown as a percentage). 89% 89% 89%

The attendance rate for Indigenous students at this school (shown as a percentage). 83% 84% 78% The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

The overall attendance rate in 2015 for all Queensland Secondary schools was 90%.

Student attendance rate for each year level (shown as a percentage)

Prep Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

2013 93% 90% 89% 84% 89%

2014 91% 90% 91% 85% 90%

2015 92% 88% 90% 88% 89% 89%

*From 2013, the methodology used for calculating attendance rates effectively counts attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

DW = Data withheld to ensure confidentiality.

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Student attendance distribution

The proportions of students by attendance range.

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

All students are expected to attend all timetabled classes each day. Explanations are required for all absences. Parents should provide these unless the student is 18 and/or living independently. Notes showing the student’s name and care group and the date of and the reason for absence should be given to the Care Group Coach in Care Group. In the case of phone calls, details are entered on a slip, which then becomes an absentee note.

I.D Attend allows SMS notification to parents/guardians on a daily basis for non-attendance. I.D. Attend shows whether or not notes have been received. Notes are filed for future reference.

If a student arrives after care group at 8.55 am but before 9.30 am they are recorded as Late- no penalty as long as they comply with appropriate procedures of signing in.

To be credited with a half day morning attendance a student must have a minimum attendance from 9.30 am to 11.20 am. If a student does not satisfy these criteria they will be recorded as absent (AM). To be credited with a half day afternoon attendance a student must have a minimum attendance from 12 noon to 2.30 pm. If a student does not satisfy this criteria this will be recorded as absent (PM)

If a student departs after 2.30 pm and before the end of the school day, they will be recorded as Early (NP) - no penalty provided they comply with procedures re: signing out.

Absences are monitored on a fortnightly basis. Any student with 3 or more unexplained absences will have a letter sent home requesting an explanation for absences. These letters are generated by the office and are signed by the Deputy Principal.

On a fortnightly basis all absences, explained and unexplained are analysed. Those students who are in attendance for less than 80% are contacted by the Deputy Principal to offer support to parents in improving attendance.

Attendance at school is explicitly linked to student performance and student satisfaction. At Gin Gin SHS we implement the following strategies to improve attendance:

• An attendance clerk position who regularly monitors student attendance and liaises with parents to achieve the best possible attendance.

• As part of the Care Group incentive scheme, students can achieve points for having few absences and explaining all absences.

• Certificates to recognize students who have 100% attendance each term. • POD Coordinators and Care Group Coaches monitor attendance within their house and care group and encourage

student attendance.

For students at risk in the compulsory participation phase the school works cooperatively with the family and other agencies to plan viable career options and support. The Guidance Officer and Youth Support Coordinator support students at risk.

If absenteeism continues with no response to the range of support processes the school complies with the DET policy and sends form letters, including notice of cancellation if applicable.

25

25

23

11

14

12

24

24

22

41

37

43

0% 20% 40% 60% 80% 100%

2015

2014

2013

Proportion of Students

Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%

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Students are required to meet a minimum attendance of 85% to be eligible to participate in incentive days, school socials and the year 12 formal.

Deputy Principals, School Chaplain, Youth Support Coordinator, Guidance Officers and Community Education Counsellor work closely with students and parents where attendance is an area of concern.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it says ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.

Outcomes for our Year 12 cohorts 2013 2014 2015

Number of students receiving a Senior Statement 70 56 71

Number of students awarded a Queensland Certificate of Individual Achievement. 0 0 3

Number of students receiving an Overall Position (OP) 28 25 32

Percentage of Indigenous students receiving an Overall Position (OP) 0% 0% 0%

Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). 10 5 11

Apparent retention rates Year 10 to Year 12 2013 2014 2015

Year 12 student enrolment as a percentage of the Year 10 student cohort. 74% 59% 67%

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort. 67% 56% 36%

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Outcomes for our Year 12 cohorts 2013 2014 2015

Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT). 68 45 55

Number of students awarded an Australian Qualification Framework Certificate II or above. 54 37 40

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12. 62 49 68

Percentage of Indigenous students awarded a Queensland Certificate of Education (QCE) at the end of Year 12. 75% 60% 100%

Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD. 89% 92% 81%

Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification. 97% 95% 99%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. 92% 100% 100%

As at 16 February 2016. The above values exclude VISA students.

As at 16 February 2016. The above values exclude VISA students.

As at 16 February 2016. The above values exclude VISA students.

Overall Position Bands (OP)

Number of students in each Band for OP 1 to 25

Years OP 1-5 OP 6-10 OP 11-15 OP 16-20 OP 21-25

2013 8 11 6 2 1

2014 4 9 10 2 0

2015 10 3 13 6 0

Vocational Educational Training qualification (VET)

Number of students completing qualifications under Australian Qualification Framework (AQF)

Years Certificate I Certificate II Certificate III or above

2013 60 54 8

2014 32 37 3

2015 37 40 2

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VET Qualification Number of Yr 10

Number of Yr 11

Number of Yr 12

Certificate II Agriculture 0 0 4

Certificate I in Business 11 0 0

Certificate I in Construction 0 0 10

Certificate II in Visual Arts 0 0 13

Certificate I in Information, Digital Media & Technology 75 50 2

Certificate II in Information, Digital Media & Technology 0 0 3

Certificate II In Engineering Pathways 0 0 16

Certificate II in Manufacturing Technology 0 0 16

Certificate II in Hospitality 0 0 11

Certificate I in Furnishing 0 0 17

Post-school destination information

At the time of publishing this School Annual Report, the results of the 2016 post-school destinations survey, Next Step – Student Destination Report (2015 Year 12 cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school’s website in September.

Early school leavers information

The destinations of young people who left the school in Years 10, 11 and prior to completing Year 12.

YEAR 10 YEAR 11 YEAR 12

Qld State School 9 10 2

Qld Private 3 0 0

Interstate 2 2 0

Other Schooling 4 6 2

Workforce 0 0 6

Unknown 0 2 1

Enrolment Cancelled 0 0 1

Students are not taken off our One School system unless they meet the following criteria:

• They turn 17 and do not attend school • Students are not attending and are not able to be contacted • Students are enrolled into another schooling institution and are studying 25 hours or more a week • Students have completed Year 10 and or are over 16 Years of age and are working 25 hours or more a week.