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Kingston State College

2017 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Qu eensland’s future. Every student succeeding. State Schools Strategy 2017-2021

Department of Education

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Kingston State College Queensland State School Reporting

2017 School Annual Report

Contact Information

Postal address: PO Box 100 Woodridge 4114

Phone: (07) 3826 1333

Fax: (07) 3208 8803

Email: principal@kingstonsc.eq.edu.au

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

Contact Person: Francine Barker

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School Overview

As Kingston State College celebrates 41 years since our official opening, we are proud of the excellent

standard of secondary schooling across our two dynamic campuses - a 7 to 12 State High School and

our Re-Engagement Centre - Kingston Learning College. This Re-Engagement Campus has gained an

excellent reputation for success, using a quarterly model of enrolment and offering students the

opportunity to complete one to three subjects and vocational educational training to transition from

Years 9 to 12 and onto further pathways.

Our College is located in the suburb of Kingston in Logan City south of Brisbane and features a natural

woodland environment. The demographic make-up of our students include: A high population of

immigrants whose first language is not English, including 35% of students from Pacific Islander

background; 11% of students from Indigenous background; Refugee students from Africa and the

Middle East; High population of students in Special Education and "in care" situations.

From 2018 - 2021 the College's Strategic Plan will focus on the core priorities of Reading and Writing;

Teacher Capacity; a revised Whole School Curriculum, Assessment and Reporting Plan; and Student

Wellbeing and Community Engagement. These priorities are underpinned by excellent teaching and

learning practice aligned to our School Vision, 'Nothing Left to Chance' and Pedagogical Framework,

the New Art and Science of Teaching (ASOT).

Aligned with the Department of Education and Training Policy platform Advancing Queensland and

Advancing Education, Kingston State College's key partnerships including Universities, local and State

Governments, Business and Industry have gone from strength to strength over the past year. Our two

most recent partners include entry to the Queensland Minerals and Energy Academy (QMEA) and

MOQ Digital. This is in line with the College's future orientated strategies which respond to the global

climate in which we exist.

2018 continues to be an exciting and innovative time for Kingston State College as part of a network

of 250 Independent Public Schools across the State. It is the expectation that as a network we

contribute to positive change and challenge ourselves to be the best through innovation, trialling and

sharing of good practice, both locally and across the State. Our story for 2018 will be a year dedicated

to enhancing student learning and opportunities across Academic Performance, the Arts and Sporting

programs. Such innovative curriculum has included Coding and Robotics for all Year 7s and 8s in a

specially resourced centre. A further milestone for the College has been the commencement of the

ACE Academic Program for high performing students and the commencement of the Rugby Union and

Touch Academy and the Academy for Music Excellence. The interest in these Academies has boosted

our Year 7 enrolment to be the best in the past ten years.

What we do know is that the skills we deliver at Kingston State College over the next ten years will

need to prepare students to be innovative global citizens who can navigate the challenges and

opportunities they will encounter in their working lives throughout the 21st Century.

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Principal’s Foreword

Introduction Kingston State College encompasses two dynamic campuses: a 7-12 State High School with 800

students and the Kingston Learning College with 350 students. The College is located centrally in the

suburb of Kingston in Logan City and features a natural woodland environment. From 2018 – 2021 the

focus is on the core priorities of Reading and Writing; Teacher Capacity; A Whole School Curriculum,

Assessment and Reporting Plan; and Student Wellbeing and Community Engagement. These priorities

are underpinned by excellent teaching and learning practice aligned to our Pedagogical Framework -

the New Art and Science of Teaching (ASOT), engagement with the whole school literacy programs

Tactical Teaching of Reading (TTR) and Tactical Teaching Writing (TTW), and our behaviour framework-

Positive Behaviour for Learning (PBL).

Our reengagement campus, Kingston Learning College is gaining a strong reputation for success, using

a quarterly model of enrolment and offering students the opportunity to complete 1-3 subjects and

Vocational Educational Training to transition from Years 9-12 and onto further pathways. The College

is dedicated to enhancing student learning and opportunities across academic performance, the arts

and sporting programs. College Vision – “Nothing Left To Chance”

The Kingston State College vision, “Nothing Left to Chance”,

creates one school voice focusing on continuous

improvement. Staff invest time to determine the learning

needs of each student and the support they need to

experience educational success. With the support of

extended community, skilled and passionate staff assist

students to navigate the challenging and wide ranging

curriculum. A strong focus on literacy and numeracy results

in the best learning, led by the best teaching.

College Values

Kingston State College is a multi-pathway campus that seeks

to ensure that all students have the opportunity to reach

their life potential. The College community is committed to

the core values of Commitment, Cooperation, Courtesy and

Common Sense and strives to ensure these core values shape the actions, interactions and

experiences of all members of our community as we work together to shape our students’ futures.

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Annual Implementation Plan 2017

Targeted improvement in U2B Reading and Numeracy in Years 7 and 9 using explicit

high yield strategies. “Reading/Numeracy is Everybo dy’s Business”

• Redevelop a sustained focus on student improvement in U2B in Reading.

Targets > 10% 7/9 in U2B, > 90% 7/9 above NMS

• To refocus Numeracy short term and ongoing strategies for U2B improvement.

Targets > 10% 7/9 U2B, >92% 7/9 above NMS - Achieved

• Develop a whole school approach to teaching Reading to support improvement in Literacy

levels across all learning areas.

Targets > 100% Teacher Trained, 100% Science/English/History Implementation - Achieved

Senior Phase Outcomes – Continue to maximise creden tials and pathways in both

campuses aligned to Queensland Systemic Targets and VET requirements.

• Improve OP1-15 Outcomes.

Targets > 80% OP1-15

• To ensure that all students exit with QCE/QCIA.

Targets 100% QCE/QCIA, 100% VET, at least one certificate 40% (KLC) - Achieved

• To increase numbers of past school leavers achieving successful options.

Target > 80% on viable pathways – Achieved 75%

Reinvigorate rigorous processes to increase student attendance, retention, and

positive engagement to improve all student results Years 7-12 and in KLC

• To increase attendance average to 92% - Achieved Semester One

• To reduce short term SDAs and Behaviour referrals to improve academic outcomes.

Targets 15% Reduction in Short term SDAs - Achieved

• Teachers employing high quality evidenced based teaching practices focused on success for

every student.

Targets 100% of Teachers using ASOT, 100% of Teachers in Observation Process, 100%

Beginning and New Teachers, engaging into high quality learning – Achieved.

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School progress towards its goals in 2017

Key goals and outcomes achieved in the Annual Implementation Plan 2017 were fully aligned with

the goals of the Quadrennial School Review commenced in January 2014.

Improvement Agenda

• Literacy/Numeracy targeted improvement and explicit strategies using data to inform practice

across the curriculum. Literacy/Reading is “Everybody’s Business”.

• A focus on the core business of teaching and learning – a differentiated and personal approach,

aligning our pedagogical practice of ASOT within the College and using data to inform planning,

practice and programs.

• Improving participation – continued to focus on rigorous processes to increase student

attendance, retention and engagement. The College reached its target of 92% attendance for

the 2017 school year.

• Closing the Gap – continued to implement strategies to support our Indigenous students by

investing in the Link Indigenous Centre at Kingston State College with quality Indigenous staff

to monitor student outcomes both school and systems based. Attendance gap must be closed.

• Senior Phase Outcomes – continued to maximise credentials and pathways aligned to

Queensland systemic targets and National Curriculum and Vocational requirements in both

campuses. Targeting improvement in OP1-15 band – 80% and increasing post school leavers

on viable pathways must continue to be our major priorities.

2017 Success:

Both the high school and the Kingston Learning College are to be congratulated once again on the

very significant contributions they have made to the education of Logan students and adults during

2017 and once again for the continued improvement in results in both the vocational sector and the

Queensland Certificate of Education. We were able to maintain our successful completion rate for

the QCE and completion of Vocational Education Certificates at 100%, meeting our expected targets.

While this report will highlight the improvement in the results for our 7-12 campus, the column data

for the Kingston Learning College does not reflect the outstanding results of students in the Kingston

Learning College, where over a wide variety of curriculum offerings students achieved a 98% success

rate for 2017 with QCE attainment improved by 15%.

Kingston State College graduates continue to be successful in their transition from school to

employment, traineeships, apprenticeships and further education and training, with 90% of our

students who applied for University or TAFE gained successful entry.

Our academic and vocational curriculum is complemented by cultural, pastoral care, social and

sporting programs. Kingston State College through its varied curriculum options and flexible

timetabling provides the tuition, training and work experience to maximise students’ individual

talents and abilities. Career education is a key focus, with all students working with staff developing

and revising individual Senior Education Training Plans mapping their future goals and more

importantly ways to achieve them.

In 2017 the College was able to provide further support for students who had graduated to assist

them to pursue further training options.

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Independent Public School

Our unfolding story in the College’s strategic direction has continued to develop with the College’s

involvement as an Independent Public School from 2016. This has allowed a specialised network of

250 schools across the State. It is the expectation that as a network we contribute to positive change

and challenge ourselves to be the best through innovation, trialling and sharing of good practice,

locally, and across the state. We forged a significant learning partnership with Crestmead SS who

became an IPS School in 2017. This has involved Teaching and Learning in Science with Crestmead

teachers. This further expanded in 2018 forging outside partnerships in Science Excellence and

Robotics to further build the capacity with our feeder primary teachers.

As a fellow Independent Public School we have had the opportunity to observe the Professional

Development opportunities for staff at Alexandra Hills SHS as part of the Queensland Minerals and

Energy Academy Centre of Excellence. These opportunities offered by QMEA involvement have

further enhanced our ability to develop primary teachers in Science from within our cluster.

Even though we are an Independent Public School we still remain part of the strong state school

system, which means we need to operate within the system enacting the same core values, beliefs

and priorities.

Term 1 2017, saw the commencement of a School Council made up of community representatives,

staff and student leaders. The School Council monitors the school’s strategic direction, approves and

monitors plans, policies and other strategic school documents including the Annual Improvement

Plan and Four Year Strategic Plan and advises the Principal about strategic matters.

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School Review Report 2018

In August 2017, Kingston State College underwent a four year review conducted by the Review Team

from the School Improvement Unit.

The Report presented an evaluation of the school’s performance against the schools nine domains of

the National School Improvement Tool. The Report outlined key findings and key improvement

strategies that prioritise our future direction of improvement at the College.

Our Whole School Review Feedback affirmed for our College Community improvement across our

Teaching and Learning over the recent four years.

Key findings

• Students, staff members and parents identify respectful and supportive relationships as a

key strength of the College.

• The College Leadership team and staff members articulate their belief that reliable data on

student outcomes is crucial to the College’s Improvement Agenda.

• The College Leadership team is committed to driving an Explicit Improvement Agenda (EIA)

to improve the learning outcomes of all students in the school.

• Teaching staff members are committed to supporting students’ learning and possess

considerable experience and a range of expertise in the fields in which they teach.

• The College places a priority on constructing learning experiences that are accessible and

engaging for all students including those with identified needs.

• A core belief that all students are capable of achieving successful learning outcomes exists.

• College Leaders have taken specific action in 2017 to drive improvements and consistency in

pedagogical practices through the reinvigoration of Mazano’s Art and Science of Teacher

(ASOT) Pedagogical Framework.

• Deliberate and strategic use is made of the increasing number of partnerships with local

businesses, the community, training organisations, other educational institutions and

families, to access resources, training and sponsorships for the purpose of improving student

outcomes.

Key Improvement Strategies

• Clarify and assign the roles and responsibilities of executive administration leaders and

middle managers to ensure instructional leadership of College priorities.

• Develop a whole College curriculum and assessment plan to ensure that all students are

engaged and challenged.

• Establish a process to monitor and evaluate the impact of the ASOT framework on student

learning and engagement.

• Develop the capacity of staff members to differentiate teaching and learning at a classroom

level.

• Formalise a whole College approach to coaching and mentoring that engages all staff

members.

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While as a community we will continue to sustain our many successes, our focus will continue to

be on a united approach to ensure that teachers, students, parents and carers and community

partners have a shared vision of what is important – ‘the success of every student’. We will now

embrace a new beginning, a new four year plan to commence in 2018.

Targeted Literacy and Numeracy Improvement

2017 saw the continuation of specialised funding for Literacy and Numeracy under ‘Investing for

Schools/Success’.

KSC employed both a Literacy Coach and a Numeracy Coach, to build staff capacity in the relevant

areas and lead implementation of associated school programs. Year 7, 8 and 9 students continued to

be tested and reading progress monitored, using PAT Reading Comprehension (PATR), with Year 7, 8

and 9 English teachers triangulating data - NAPLAN, PATR and A-E results - to inform planning.

Student PATR results were updated twice in 2017, for Year 7 and annually, for Years 8 and 9.

Students’ numeracy skills were similarly tested using PAT Maths (PATM), annually for Years 8 and 9

and twice per year for Year 7, with the results displayed on a data wall.

The College also refined and implemented the whole school Literacy Plan, which focussed upon the

consolidation of high yield strategies STRIVE, QAR and Demand Writing, across all Key Learning

Areas. Furthermore, consolidation of the Tactical Teaching of Reading (TTR) across the whole school

and selective introduction of the Tactical Teaching of Writing (TTW) occurred. Consequently in 2018,

KSC has 100% of staff trained in TTR and 25% of staff trained in TTW - including three TTR facilitators

and seven TTW facilitators.

Tactical Teaching of Reading

Kingston State College uses Tactical Teaching Reading (TTR) as the whole school reading program.

TTR focuses on building the capacity of teachers to make professional judgements about what

teaching and learning activities increase understanding in the learning areas and also support the

ongoing development of literacy and learning behaviours that underpin self-motivated, independent

learners (Tactical Steps Education 2013). The three trained TTR facilitators on staff provide the

professional development required to meet the target of having 100% of teachers trained in the

program. Ongoing support is provided through targeted facilitator support across learning areas and

additional workshops for teachers. TTR activities are embedded in Junior Secondary curriculum

planning documents. To complement TTR, teachers from across faculty areas are also trained in

Tactical Steps Writing which has the same underlying principles.

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2017 Year 7 and 9 NAPLAN results, student above National Minimum Standards -

Year 7 Year 9

Reading 83.9% 83.39%

Numeracy 90.1% 98.2%

ACE Program

Our extensive range of Academic Extra-Curricular opportunities for students has continued to be a

priority in 2017, with the role of Enrichment Coordinator funded to coordinate activities for

students.

ACE Classes across Years 7-9 participated in ICAS English and Science competitions, The Australian

Mathematics Competition and the Australian History Competition, opportunities that are funded by

the school to provide exposure to a range of resources and testing procedures for students. As

always, students achieved a range of awards from Participation to Distinction for their efforts.

The school was represented wonderfully by teams who took part in ENABLE Debating, the CBCA

Readers’ Cup and Opti-MINDS throughout the year, receiving praise and acknowledgement for all

students.

A focus for the year has also been the growth and development of the ACE Program, which will be

revamped in 2018 to include a rigorous ACE Class for Years 7-9 and a High Capacity Group program

for gifted students, to accompany our enrichment opportunities.

The Art and Science of Teaching

In 2017 the College continued to roll out ‘The Art and Science of

Teaching’ (ASOT) as our Pedagogical Framework and aligned this

framework with the schools vision and learning framework,

‘Nothing Left to Chance’. It is our clear expectation that all

teaching staff will have a clear understanding of this dynamic

teaching and learning approach so as to lift whole school student

outcomes and performance. ASOT is a framework that helps organise a wide array of instructional

strategies into a comprehensive network. It focuses on teaching quality and a common language of

instruction which will enhance the performance of all teachers and the learning outcomes of our

students.

Turbo

Day

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Current and Anticipated Actions for ASOT implementation 2017 – 2018

• The College’s observation and feedback schedule continued with ‘walkthroughs’ and formal

observations and has provided an opportunity for all leaders and middle leaders to observe

teachers implementing instructional strategies derived from ASOT.

• Faculties engaged with Master Teacher to revise and reinvigorate the use of learning goals,

success criteria and formative assessment.

• George Telford from Challenging Learning delivered PD focused on effective questioning and

feedback.

• All curriculum Heads of Department participated in hubs and worked with the Master

Teacher to develop faculty action plans to develop strategies and timelines for the roll out of

whole school priorities in the coming 2018 school year.

• Whole school strategies including, common entry procedures, structured starts to lessons,

and feedback have been planned for implementation during the 2018 school year.

• Heads of Department have created action plans for the implementation of ASOT strategies

specific to their individual faculties. This addresses the needs and the strategic direction of

each faculty under the leadership of the Head of Department.

STEM 2017:

• STEM co-ordinator: Kym Penman (sem 1), Carlos Lopez (sem 2)

• STEM horizons

o application for both Yr 7 and 9 (7 successful)

o 4 days (Elissa Camm, Tylah Niuia, Hayley Webb, Anthony Coleman)

� The Water We Drink: Wednesday 15 March at Newmarket State School

(Newmarket)

� Energy at the Bottom of the Bay: Thursday 16 March at the Manly Boat

Harbour (Manly)

� Freshwater CSI: Monday 5 June at the Griffith University EcoCentre (Nathan

Campus)

� The Building Blocks of Life: Naked: Tuesday 6 June at the Princess Alexandra

Hospital (Woolloongabba)

• World of Science Festival

o 6 events over the 2 days (60 students)

� Apprentice: Museum Curator

� Green Heart Challenge

� Pioneers of Science

� ANSTO Fact or Fiction

� Apprentice: Microbiologist

� Apprentice: Robotics

o 2 selected to ask Dr Ian Frazer questions (Pioneers of Science)

• Full Steam Ahead Program (supervised by Vikki Kelly)

• Professional Development

o I2S2 – 2 days face to face session with follow up 4 hours online (all science staff, plus

additional for Yr 7 teachers)

o QMEA/Alexandra Hills SHS Teacher PD and Industry Tours

o STELR Professional Learning Session

• Wonder of Science Competition

o Students are conducted an investigation and presented at the Regional Conference

o Year 7A and G, 8A, 9A

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• Griffith University Engineering Challenge Year 9 and 10 (32 students)

• GLO@Logan Entrepreneurial Innovation Challenge attended by 4 Year 9 Students – Topeka-

Lynn Giblin, Joseph Neville, Tegan O’Neil and Courtney Rushbrook and supervised by Mr

Nader

• IMPACT – Science (supervised by Fran Fordham)

• STEM Girl power camp – Fiona Maddison (Year 9) attended

STEM in 2018:

• STEM co-ordinator: Carlos Lopez

• STEM horizons

o Application for Year 9 students successful (Riley Bailey, David Whittingslow, Shontae

Blackaby, Javia Radecker)

� Energy Transformations: Monday 10 September at Newmarket State School

(Newmarket)

� The Mud is Alive: Tuesday 11 September at Manly Boat Harbour (Manly)

� Campus Scene Investigators: Tuesday 23 October at Griffith University

EcoCentre (Nathan Campus)

� A View inside a Cell: Wednesday 24 October at Princess Alexandra Hospital

(Woolloongabba)

• World Science Festival Brisbane

o 10 events over the 2 days (100 students)

� Museum Conservator’s Apprentice

� Green Heart Challenge

� Pioneers in Science – Professor Alan Mackay-Sim and Professor Fiona Wood

� Waste Not Want Not

� Microbiologist’s Apprentice

� Space Junk

� Cool Jobs

� Evolutionary Biologist’s Apprentice

� Geneticist’s Apprentice

• QMEA Toolkit Day @ Kingston State College attended by 28 students from Year 10, 11,12

and KLC

• Professional Development

o I2S2 – 1 day face to face session for science staff who didn’t participate last year will

follow visits planned by CSIRO to run indigenous science inquiry (Yr 7, 8, 9 10 Science

and Science For Life classes)

o Windaroo SHS STEM networking

• GLO@Logan Entrepreneurial Innovation Challenge - Environmental STEAM

o Year 10 students (Kiani Smith, Jamie Smith, Halli Churchill, Lauren Blume & Christie

Madden) placed 4th overall and connected with Professors from UQ to further

develop their app idea

o Year 9 session coming up in Semester 3.

• Parklands Christian College STEM conference attended by 35 students (Year 9,10,11), Mr

Hobbins and Mr Stevens

• QMEA robotics and STEM workshop day attended by nine Year 9 students.

• UQ Science Ambassador – Martin Leung Year 11

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New QCE System 2019

The College has been diligently preparing for the new QCE System to be introduced in

2019. Deputy Principal Senior Schooling Mrs Jan Cunningham and Head of Department

Senior Schooling Mrs Karen Neil are leading this team to prepare our College for this new

system. Our first parent meeting was held in Term 2, 2018 to inform our community of the

very important information needed for parents and students to make their subject choses.

Individual meetings for all families will be organized for Term 3, 2018. The College will

continue to provide ongoing updates as we transition to our new system in 2019.

SATE & The New QCE 2019 – Senior Assessment and Tertiary Entrance)

• New System to be introduced with Year 11 in 2019 (Current Year 10s)

• Combines school-based assessment with external assessment marked by QCAA

• Strengthen the quality and comparability of school-based assessment

• Moving from an OP to ATAR (Australia Tertiary Admission Rank)

• 85 general, applied and short course syllabuses ready for Year 11, 2019

• QCAA completed QCE and QCIA Policy and Procedures book.

College Partnerships

Throughout 2017 the College’s continued goal to further drive public optimism and future high

expectations continued to be greatly assisted by university, government, business and school

partners working collaboratively.

With changed agendas for 2017, thirteen schools involved in the ENABLE coalition have continued to

provide a collegial base of Principal support and DP, HOD and Staff networks to deliver the strategic

targets of improvement required by State and National goals.

The Australian Business Community Network continued to involve our Year 9 students in the RISE

Literacy program and the GOALS program, Aspirations for Year 11s and FOCUS for student leaders

expanding the already strong mentoring and financial support to the College over the past five years.

The College has forged stronger partnerships with feeder schools; Crestmead SS, Kingston SS in

Teaching and Learning in Science. This has further expanded with Crestmead across the Performing

Arts and Principal Leadership in an IPS school.

QMEA

A partnership between Kingston State College and major mining and resource companies is creating

exciting new academic and employment opportunities for the College’s Year 7-12 students and

students from the reengagement centre, Kingston Learning College.

The partnership was created when the Queensland Minerals and Energy Academy (QMEA) selected

the College to be the first Logan school to be involved in pathway opportunities into the resources

sector and STEM-related (Science, Technology, Engineering, Maths) industries.

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Future Outlook

Strategic Plan 2018 – 2021

Our Priorities

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Annual Implementation Plan 2018 Improving performance through Reading and Writing

Continue to implement and monitor a consistent whole school approach to classroom reading

practices (TTR)

• 100% of teacher using TRR in planning and lesson delivery

• NAPLAN Reading Targets –

NMS - Yr 9 = 95% and Yr 7 = 85%

U2B - Yr 9 = 10% and Yr 7 = 15%

Implement and monitor a consistent whole school approach to writing (TTW)

• 100% of teachers using TRW in planning and lesson delivery

• NAPLAN Writing Targets –

NMS- Yr 9 = 85% and Yr 7 = 85%

U2B - Yr 9 = 10% and Yr 7 = 5%

Building Teacher Capacity

Implement ASOT Pedagogical Framework

• 100% of staff using ASOT practices

• 100% of Department action plans are completed and are being monitored by HODs

• ASOT is included in all staff and department meetings

Update collegial engagement policy including observations and feedback

• 100% of teachers engaged in collegial engagement with Admin and HODs providing

appropriate feedback

Development of whole school Curriculum, Assessment and Reporting Plan

Plan and implement effective and efficient strategies to transition towards SATE including backward

mapping all Year 10 curriculum to the new senior syllabus documents.

• Review school organisation and systems in order to create a transition year in Year 10

• Curriculum program and delivery will be consistently delivered using a consistent pedagogy

framework (ASOT)

• Prioritise teacher capability to teach new senior syllabus requirements

Future Outlook

The message of the College is clear and concise. It is critical that each of us unite and focus upon our

core goal – the business of education. Education improves the life chances of every individual

student in our care; education provides choice and empowers students to make positive career

choices and education inspires our dreams and builds achievement beyond belief.

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Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School : Yes

Year levels offered in 2017: Year 7 - Year 12

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2015 830 415 415 92 81%

2016 811 399 412 86 81%

2017 765 388 377 81 82%

Student counts are based on the Census (August) enrolment collection.

Characteristics of the Student Body

Overview Kingston State College with its dedicated staff understands and responds to the ever changing needs

of its students and the environment. Students at the College are provided with “hands on”

opportunities to ensure relevant, high quality learning. They “Progress with Pride” towards their

personal best through wide ranging opportunities, flexible pathways, lifelong learning, care and

respect and valuing of individuals.

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Kingston State College is a co-educational state secondary school for students in Years 7 to 12. The

College also incorporates a second campus, called Kingston Learning College catering for students

from 14 years to adults who wish to complete their secondary education and gain formal

certificates. This centre provides a stepping stone to employment, tertiary students, secondary

school courses as well as personal fulfilment and enriched relationships.

The College is located centrally in the suburb of Kingston in the Logan district and features a natural

woodland environment. The school boasts ample playing fields and courts, a gymnasium, its own

swimming pool, Community Hall and Trade Training Centre.

Extensive funding from both the Federal and State level has provided an opportunity to redevelop

the facilities aligned to student learning outcomes in Science, English, Hospitality and Vocational

Education including a ‘State of the Art’ Trade Training Centre.

Logan City is characterised by several complex factors that interact with each other and impact on

the engagement and achievement of some students. Statistics show Kingston as a low socio-

economic area including:

- a high population of single parent families;

- immigrants whose first language is not English;

- 35% of students from Pacific Islander background;

- 11% of students from Indigenous background;

- high proportion of students in ‘care’ situations;

- increasing numbers of refugee.

Average Class Sizes The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2015 2016 2017

Prep – Year 3

Year 4 – Year 6

Year 7 – Year 10 21 20 20

Year 11 – Year 12 16 16 15

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Curriculum Delivery Our Approach to Curriculum Delivery in Junior Secon dary

Kingston State College continues the initiatives of the Flying Start Agenda that saw Year 7 students

enter secondary school for the first time in 2015. The Junior Secondary Program at Kingston State

College is committed to providing a safe, supportive and engaging learning environment that

encourages all students to maximise their learning and realise their potential. The Junior Secondary

curriculum is tightly aligned to the Australian Curriculum and works to equip students with the

knowledge and skills they need to be successful throughout and beyond their schooling. Our

teachers work strategically and purposefully to engage students on an individual level and

endeavour to meet the specific learning needs of each student. Kingston State College recognises

the need to develop the literacy, numeracy and higher order thinking skills of students across all

facets of the curriculum and the College is also committed to equipping students with the skills and

knowledge they need to thrive in the future. To this end, the College is working to provide Junior

Secondary students with a wide range of learning opportunities across the area of Science,

Technology, Engineering and Mathematics (STEM). The introduction of RCD (Robotics, Coding and

Design) as a core Year 7 class further engaging students in this ever-important area.

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Chinese Visits

2017

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Our distinctive curriculum offerings:

• ACE – High Performance Year 7-9 classes in English, Maths and Science;

• Year 7 & 8 students completing 12 months of Chinese; now offered in Year 9 & 10;

• Special Education Support Unit supports students with special needs in tailored curriculum

Years 7-12;

• Year 7/8 Music Excellence Program;

• Year 7 Rugby/Touch Academy;

• Years 7 to 10 – Foster creativity through a comprehensive Creative Industries program

including Music, Dance, Drama and Visual Art program commencing at the Year 7 level.

These highly specialised programs are supported by highly skilled staff and excellent facilities

to provide the best outcomes for our students;

• Years 9 and 10 – High Performance HPE which prepares students for the rigour of Senior PE

studies in Years 11 and 12;

• Academy classes commenced in 2018 – Music and Rugby/Touch Academies;

• STEM Science coordinator appointed to involve selected students in high performance

programs organised by DET;

• A curriculum class in STEM / Robotics / Coding commenced in 2017 – Years 7-9;

• We forged closer ties this year with our local feeder schools through our Junior Secondary

Schooling initiatives with programs such as continued Science Days of Excellence and with

ICT ‘Excellence’ programs. Staff have also taken the opportunity to share their professional

learning across campuses in Science, Math and Hospitality/Home Economics. Staff/Students

in Yr 12 Recreation provide school site support at Kingston State School for HPE, Sports’

Days, Athletics Carnivals and School Camps;

Trade Training Centre

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• Certificate II in Logistics and Cert II in Hairdressing offered through the GENR8 & STYL8

Pathways to Work Programs;

• Years 11 and 12 – QCAA subjects including Maths C, Chemistry, Physics, Biology, Legal

Studies, Ancient History, Dance, Film and Television and Visual Art;

• QCAA Authority Registered subjects include Tourism, Early Childhood Practices, Computer

Graphics, Hospitality Practices, Recreation Studies, Visual Art Studies, Engineering Studies

and Drama Studies;

• Year 11 and 12 Certificate II Qualifications include: Furnishing and Creative Industries;

• Our flexible senior pathways program supports students undertaking structured industry

placement during Years 10-12, encouraging students to complete school VET certificates,

school based traineeships and apprenticeships. This has included TAFE partnerships and

students in Years 11 and 12 completing Music Industry Studies Certificate III at Woodridge

SHS. This certificate III in Music Industry Studies will now be offered at KSC in 2018 alongside

other certificate III courses including Fitness and Business;

• School based VET has further expanded with all Year 12 students completing 1-4 certificates

at various levels;

• Students have the opportunity to study vocational courses up to Certificate IV level at TAFE

Colleges;

• UQ Partnership – The University of Queensland continue to forge a differentiation approach

with our top students involved in extension science days in Engineering, SPARK and

Biospheres camps and attracting some of our best students in the ‘UQ Scholars program’.

For the fourth year, accessing UQs Young Achievers Program, three of our Year 10 students,

have been successful in gaining a scholarship to commence in 2017 to the individual value of

$30,000 over the university undergraduate degree period;

• Many of our students have studied short courses at Logan TAFE and our Year 12 students

work closely with Griffith University Logan Campus UNI REACH program where as a ‘partner

school’ we have new provided access to special entry for our students and opportunities to

gain excellent scholarships. A number of students each year participate in the Business

Ambassadors Program and the Yr 12 Business Program, successful completion which

enabled them to gain direct entry into Griffith University on completion of Year 12. Such

opportunities for Early or guaranteed entry will no longer be offered in 2018.

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Extra curricula activities

• House System Program – Commenced 2018;

• Vertical style leadership program for Years 7-12;

• Year 12 leader participation in Y Lead Camp;

• Proactive Student Council body Years 7-12;

• Logan City Council Year 12 Leadership Network; ENABLE Leadership for Student Leaders;

• Wide range of sporting options including cross country, rugby league, touch football, athletics, AFL,

basketball, volleyball, high performance sporting program in rugby union, touch and athletics.

Students can represent in District competitions in rugby union and all sports available in QLD

school sport;

• Excellence in Touch ‘All Schools Competition’ Whites Hill;

• Opportunities to compete at District, State and National level;

• ‘Pedal Prix’ bike activities and carnival participation – ‘All Schools Competition’ in Maryborough

and Willowbank;

• Cultural experiences including Creative Generation State Schools on Stage, Artistic Impressions;

Logan Idol and cultural and sporting activities organised by our Indigenous Cultural unit;

• Music program, vocal ensemble, strings program, school band, instrumental music program,

concerts, performances, vocal and dance eisteddfods, acapela, vocal group ‘Decasonic’, Logan Idol,

Dance Idol, Bangarra Rekindling project, Hip Hop workshop, ’Access’ drama club, Theatresports;

• Indigenous partnership with South East region DET– to monitor Indigenous student performance

and outcomes;

• Year 12 Senior Formal at outside venue;

• School camps, parent evenings, excursions for Youth Achievers mentoring group;

• Hospitality functions by Year 10-12 students;

• Australian Business Community Network (ABCN) – Aspirations Year 11 program, FOCUS Year 11

Girls with business partner CBA, RISE (Read Inspire Succeed Exceed) Literacy program for Year 9s

with KPNG, GOALS Year 9 with business partners Navitas, Stockland, Norton Rose, Fuji Xerox;

• A high performance/enrichment program involving ICAS testing, Opti-minds, Brain Bee, Reading

Challenge, Debating, Logan Maths Challenge, Bio Futures Camp, Chess competitions, Impact

Centre Project;

• Guest speakers on topical issues e.g. social justice, life skills, safe driving; • Forums and discussions organised by School Based Health Nurse.

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Kingston Learning College: School of Excellence

in Re-engagement

Kingston Learning College has an excellent reputation as a destination school of “Excellence in Re-

engagement”. As both a School of Re-engagement Excellence and an Education Queensland Mature

Age Secondary School, we are responsible for continually growing the strength and integrity of our

College for a wide range of students. To facilitate this, we offer a supportive and nurturing

environment, while maintaining a clear and respectful adult ethos.

The College continues to embrace many new opportunities whilst broadening the pathways we offer

our students.

Vision

KLC gives all individuals a second chance to strengthen and grow into creative, empowered,

resilient people who step-up, show compassion and strive for on-going success and happiness.

Curriculum & Pedagogy

KLC is aligned with the Australian Curriculum and delivers high quality learning opportunities. Areas

of strength include:

• Focus on core subjects to enable students to balance life, family and work commitments:

o Senior subjects: English, Maths A, Biology, English Communication, Prevocational

Mathematics

o Junior subjects: English, Maths

• Fast-tracked courses allow students to quickly gain qualifications necessary to obtain

employment or enter further study

• Flexible pathways of learning for students aged 15+ with personalised support

• A range of Vocational Education courses offering qualifications such as Certificate II in

Logistics and Certificate II in Health Support Services

• Quality professional development to enhance learning outcomes for all students. This

includes:

o A common framework for teaching and learning (The Art and Science of Teaching)

o The new QCE system (due for implementation from 2019 across all QLD schools)

• Teachers use a range of strategies specifically designed to support students re-engaging with

education, which include:

o Regular movement for students

o Targeted use of flexible learning spaces

o Learning outdoors

o Hands-on, project based learning

o Structured and supported peer collaboration

• Clear establishment and communication of learning goals and the criteria for success

• How, What and Why model. At the heart of all our curriculum offerings we encourage

students to at all times understand ‘How’ and ‘What’ they are learning and most importantly

‘Why’ they are learning about each topic they study.

Relatedness - We Know our Students

2017 - 483 students were enrolled over 4 separate term intakes. The key to our re-engagement is

relatedness. We ensure this relatedness by:

• Knowing our students’ individual strengths Acknowledging and rewarding ‘Gritty Strengths’

(Growth, Goals & Guts, Relatedness & Respect, Industry & Integrity and Tenacity & Truth)

• Planning for differentiated lessons, designed to cater for individual student’s

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Innovations for 2017

We continue to implement innovations from both staff and students in order to engage our clientele

in the life of our College and support their long-term success.

Highlights:

• Parenting group (‘A Brave Life’) – A group for parents or parents to be

• Well-being group – A leadership program established to provide peer support to vulnerable

students and to help establish our warm environment

• Harmony club – A creative group which provides the opportunity for people to BELONG to

our KLC familyWorld map – each student adds their birthplace to our

world map, fostering the feeling of ‘family’ at KLC

• Reading Space

• Reading program – designed to support students with reading gaps

• RACQ docudrama – providing valuable driver education

• Walking challenge

• Physical activities for students to participate in during breaks

• Maths garden projects.

Plans for 2018

• Introduction of Certificate III in Fitness and Recreation (12 QCE points)

• Enhancement of Student Agency - Students will be encouraged to own

their learning

• Further intense preparation and staff professional development for the

new QCE system

• Increased number of digital devices purchased and utilised in the classroom.

Data, Analysis & Interventions

Data collection and analysis is of great importance at KLC. We use data to

improve opportunities for students. Examples of data collected include:

• Learning outcomes (before, during and after joining KLC)

• Well-being & mental fitness

• Set plans (flexible timetables, uniquely tailored)

• Attendance / punctuality

• Student engagement levels

• Retention & attrition

• Academic PB’s

• Future pathways

• Data has shown that we have a 98% pass rate.

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Information and Communication Technologies are used to assist learning, and keep parents and students info rmed.

At Kingston State College, technology is an integral part of everyday practice and is undergoing a

continuous change and improvement to assist students and staff.

STEM – Robotics

New curriculum classes were implemented in 2017, to introduce a combination

Robotics/STEM/Coding. In 2018 the robotics subject, as the ACARA Digital Technologies, will be

available for all Year 7 and 8 classes with 9s and 10s choosing it as an elective. Robotics will continue

to grow as the curriculum areas of Digital Technologies and Design Technologies are fully

implemented and further collaboration occurs with the STEM group.

The school has invested funds to purchasing “LEGO EV3” kits, Science add on kits and Renewable

Energy Kits. Due to the high cost of these kits, there is a limit to how many students can participate

in specific classes. Robotics will expand in 2018 to include Arduino and Lego WeDo 2.0 devices to

differentiate for both complex and simpler robots and electronics. The Year 7 students doing

“Coding” will be introduced to “Scratch”, which is a visual coding program

STEM – Makerspace Lab

2018 will see the construction of a STEM lab with 25 new computers able to meet the coding

demands of the new lasercutter and 3D printers. Utilizing this room as a makerspace, students will

be able to conceptualize, design and produce a large variety of products and projects through coding

the laser cutter or 3D printers to make the parts they will then test out. We are also building in

drone usage with new iPad’s, drones and VR applications to support STEM learning.

All Year 11 and 12 students are enrolled in the Certificate I in Information Technology course,

ensuring that they graduate with at least one Vocational Education and Training qualification. Senior

students are given the opportunity to enrol in the Certificate II in Live Production and Services or

subjects such as Engineering, Graphics or Film and TV.

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Communication Apps

The communication processes within the school have continued to be enhanced with online access

for students to read notices, reporting of attendance data directly to school owned student

laptops/desktops and via the student Intranet page, digital roll marking and online reporting.

Enhancements to the recording of suspension data, now allows reports and comparisons to previous

years, allowing informed decisions to be conducted by administration staff. Communication to

parents when a student is removed from class is now performed via SMS upon arrival to the

reflection room. The school newsletter is now provided as a digital copy, downloadable via a link

that is emailed out. 2018 will see the progression of electronic communication with the school

achievement reports also emailed directly to parents ensuring immediacy of access. Paper copies

will still be made available on request as we transition.

Parents are encouraged to sign up to the Qparent App upon request to the school for registration.

Qparents provide parents with valuable information of student timetables, reporting and financial

balances. Parents can also update student absence details, medical conditions and make payments.

The school website and our school Facebook site (secure and monitored) provides up-to-date

information to staff, parents and students. Electronic information signs have been installed near the

front gate and the rear student drop off area. This provides ongoing information to parents,

students, staff and the general public.

MOQ Digital

The school has made an agreement with MOQ Digital for 2018 to roll out the programs Literatu and

Scribo. Literatu will better enable staff to track success of teaching strategies when applied to

student learning to correct data trends gathered from short cycle curriculum data, NAPLAN and PAT

testing. Scribo will offer the opportunity for staff and students to see immediate feedback on

student written work through analysis of the metalanguage.

QMEA

The school has made a partnership with QMEA (Queensland Minerals and Energy Academy) and we

will see that partnership grow in 2018 as students will have opportunities for STEM workshops in

and out of school involving robotic, chemical and engineering challenges. Students will be able to

see the connections between topics of learning and the real world jobs of the future.

Bring Your Own Device (BOYD)

The school is a BYOD school, with students required to bring their own devices to complement their

school books. All students with BYOD devices have access via the school WiFi network, to the

“Secure Print” printer in the library, access to their documents, access to the curriculum drive,

student notices, student email, school apps and access to the internet. For students who do not have

access to a laptop during class time, their teachers can access a network of COWs (Computers On

Wheels) with laptops in them. Computers are available in the library for use during lunch time or

after school.

The school website will also be developed to have access to HP and DELL portals to make purchasing

a laptop for parents easier as these two companies list BYOD-ready devices at a range of prices.

Specialist computers will continue to be available in the Graphics room (CAD), iMac’s in Film, Music

and Arts for industry applicable work.

All major teaching areas have projectors, most being interactive. Docking stations were added to

some rooms to allow staff to place their laptops on and start work rather than connecting cables.

The school is preparing for the introduction of NAPLAN Online. All efforts are being made to insure

all IT hardware and infrastructure is in place for the implementation.

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Social Climate

Kingston State College is a PBL (Positive Behaviour for Learning) school committed to providing a

safe, respectful and disciplined learning environment for students and staff, where students have

opportunities to engage in quality learning experiences and acquire values supportive of their

lifelong wellbeing.

The College actively promotes the shared values of:

• Commitment

• Courtesy

• Common sense

• Cooperation

These values, also known as the “4 Cs”, are taught, modelled and reinforced across all aspects of the

College. Behaviour data is routinely collected, distributed and analysed by a team of dedicated staff

to maintain a targeted and consistent approach to ensuring these high standards of behaviour are

met and therefore positively impacting the wellbeing of staff and students.

Each week a PBL focused behaviour lesson is taught on Monday in Period 1 and then reinforced daily

in Roll Marking class at the beginning of each day (Mon – Thurs). Roll Marking teachers are also

responsible for reading the daily notices to keep students up-to-date with key information, as well as

monitoring student uniform, attendance and welfare issues.

The Heads of Students – Junior Secondary and Senior Secondary (Band 5 HODs) are instrumental in

the ongoing monitoring of student behaviour and welfare as well as engagement, attendance and

aspirations. With a team of six Year Coordinators, the group meets fortnightly with the Principal,

Deputy Principals, and Attendance Officer to analyse data, discuss engagement concerns and

implement strategies to target improvement in student attendance.

Students in need of more targeted intervention are addressed by the ‘Student Support Group’

chaired by the Guidance Officers and consisting of the Heads of Students, Youth Support

Coordinator, Chaplain, School Based Youth Health Nurse, School Based Police Officer, Behaviour

Advisory Teacher, Deputy Principal - Inclusive Practices, and Community Education Councillor

(Indigenous). This group meets regularly to oversee the case management of students at risk and

implement whole-school initiatives as well as targeted programs to promote positive self-image and

wellbeing. A series of “markbooks” are kept to track students being case managed as well as the

Indigenous students and Special Education students.

A variety of positive lunch programs are regularly on offer to students across the school including

Anime Club, Robotics Club, Chess Club and House activities and competitions. The Homework

Centre is also open from 3-5pm four afternoons a week in the Library where students have access to

resources, computers and teacher support.

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Other extra-curricular activities include: theatre sports and drama clubs, fitness training, inter-school

debating, chess tournaments, Readers’ Cup Challenge, Opti-Minds, BRAINwaves Days of Excellence,

ICAS (the international competitions in English, Maths and Science) as well as a variety of programs

in conjunction with ABCN (Australian Business Community Network). In 2017 the ABCN programs

included RISE (Year 9), GOALS (Year 9), Focus (Year 11), Aspirations (Year 11), and i2i (Year 10).

2017 saw the third year of the STEM program for Year 10 girls in conjunction with the Smith Family

and SAP Australia to provide opportunities in the areas of Science, Technology, Engineering and

Mathematics.

The Youth Achievers program, also targeting Year 10 students, continued in 2017 with a small group

of students meeting weekly with mentors with a focus on personal development and fostering in

students a desire to achieve.

Early in 2017 the School Captains, Vice Captains and Student Council President attended the

Australian Youth Development program leadership camp ‘YLead’ where they worked with school

leaders from all across South East Queensland. This provided the students with valuable skills to help

them lead on the Student Representative Council, which sees representatives from each year level

work together to support the school as well as external organisations including the Leukaemia

Foundation with the World’s Greatest Shave and Stomp out the Gap an Indigenous fund raising

event.

Other opportunities and cultural experiences available to students include: The Arts Artistic

Impressions Showcase; a comprehensive instrumental music program; vocal choir; multi-cultural

groups; dance workshops; involvement in ‘Creative Generations – State Schools on Stage’, and touch

football/cultural afternoons organised for Aboriginal and Torres Strait Islander and Pacific Islander

students.

For the fourth year in a row, Kingston State College performed well in inter-school sport; including

participation in the District competitions for Swimming, Cross Country and Athletics, with a number

of students going on to represent the College at Regional and State levels.

The College continues to explore opportunities to foster school spirit and team pride and has

commenced the implementation of House level Roll Marking classes in 2018 based on the College

Houses: Alinta, Larool, Yarri and Koongarra.

Parent, Student and Staff Satisfaction

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Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree # that: 2015 2016 2017

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

91% 86% 100%

this is a good school (S2035) 91% 92% 96%

their child likes being at this school* (S2001) 91% 86% 100%

their child feels safe at this school* (S2002) 91% 86% 84%

their child's learning needs are being met at this school* (S2003)

94% 93% 92%

their child is making good progress at this school* (S2004) 88% 93% 92%

teachers at this school expect their child to do his or her best* (S2005)

97% 93% 96%

teachers at this school provide their child with useful feedback about his or her school work* (S2006) 91% 86% 80%

teachers at this school motivate their child to learn* (S2007)

97% 79% 88%

teachers at this school treat students fairly* (S2008) 91% 77% 71%

they can talk to their child's teachers about their concerns* (S2009) 97% 93% 79%

this school works with them to support their child's learning* (S2010) 88% 86% 79%

this school takes parents' opinions seriously* (S2011) 81% 77% 71%

student behaviour is well managed at this school* (S2012)

67% 85% 56%

this school looks for ways to improve* (S2013) 94% 77% 92%

this school is well maintained* (S2014) 91% 86% 84%

Student opinion survey

Performance measure

Percentage of students who agree # that: 2015 2016 2017

they are getting a good education at school (S2048) 97% 97% 100%

they like being at their school* (S2036) 98% 97% 93%

they feel safe at their school* (S2037) 99% 97% 95%

their teachers motivate them to learn* (S2038) 100% 95% 92%

their teachers expect them to do their best* (S2039) 98% 100% 98%

their teachers provide them with useful feedback about their school work* (S2040) 99% 97% 93%

teachers treat students fairly at their school* (S2041) 97% 95% 89%

they can talk to their teachers about their concerns* (S2042) 92% 92% 83%

their school takes students' opinions seriously* (S2043)

96% 92% 91%

student behaviour is well managed at their school* (S2044) 97% 94% 89%

their school looks for ways to improve* (S2045) 98% 97% 97%

their school is well maintained* (S2046) 98% 97% 94%

their school gives them opportunities to do interesting things* (S2047) 98% 97% 95%

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Staff opinion survey

Performance measure

Percentage of school staff who agree # that: 2015 2016 2017

they enjoy working at their school (S2069) 94% 95% 99%

they feel that their school is a safe place in which to work (S2070) 87% 94% 96%

they receive useful feedback about their work at their school (S2071) 87% 90% 90%

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

75% 88% 92%

students are encouraged to do their best at their school (S2072)

95% 94% 95%

students are treated fairly at their school (S2073) 87% 89% 95%

student behaviour is well managed at their school (S2074) 79% 78% 88%

staff are well supported at their school (S2075) 85% 86% 87%

their school takes staff opinions seriously (S2076) 83% 83% 82%

their school looks for ways to improve (S2077) 90% 95% 93%

their school is well maintained (S2078) 78% 83% 79%

their school gives them opportunities to do interesting things (S2079)

87% 90% 88%

* Nationally agreed student and parent/caregiver items # ‘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

Involving parents in their child’s education

Kingston State College recognises that parents are the primary educators of their children. Parents

and the community are encouraged to be involved in the life of the College through review

processes – Quadrennial School Review - New Strategic Plan; mentoring programs; Student

Educational Support Plans to map out their students’ career paths; Parent/Teacher evenings; School

Council; the Parents and Citizens Association and the Tuckshop; school celebrations e.g. Artistic

Impressions, School Musical, Awards Night, Graduation, Student Leaders Badge Ceremony, School

Formal, Year 6-7 Expos, Year 7 Information BBQ, Year 9 NAPLAN sharing, Year 10 Information Nights

on New QCE, Education Week, sporting events, dance and performance events and cultural

celebrations for Indigenous and Pacific Islander students.

Daily and weekly communication via text, telephone, email and one-on-one parent meetings with

parents as to any specific learning issue is strongly encouraged. Parents/carers are kept in daily

contact regarding students attendance as likewise outlined in this report.

Regular communication is provided through regular reports and updates at P&C meetings;

newsletters; the school magazine; the publication of relevant information available on our website;

media releases and promotion of student achievement, email and daily SMS messaging.

Since 2016, the College has successfully utilised social media to communicate to our community

through our Facebook and Instagram pages.

Since 2015, all parents continued to be involved in ongoing monitoring interviews with the Deputy

Principals, HOSES, HODs, GO and the Principal to inform parents/carers/students of ongoing results

in order to further improve performance.

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As part of the College’s Quadrennial School Review, School Improvement Review and New Strategic

Plan 2018-2021 many parents and community partners participated in the consultation process.

As an Independent Public school the College commenced the inaugural School Council in March

2017 involving parents, community members and student leaders.

Respectful Relationships Programs

Our College has created and implemented programs that focus on developing appropriate, respectful

and healthy relationships.

Within the school we have a large support group consisting of two Guidance Officers, a Youth

Support Coordinator, Chaplain, School Based Police Officer, School Based Health Nurse, Head of

Junior Secondary, Head of Senior Secondary, Behavioural Advisory Teacher, Community Educational

Counsellor and Attendance Officer. This group meets on a fortnightly basis to discuss the needs of

students generally and to organise and implement plans for programs. We also discuss students

being case managed in order to ensure a holistic, informed approach to supporting each student.

Kingston State College runs a number of programs within the school and our Learning College which

are reviewed regularly to ensure relevance and effectiveness. New programs are created or run as

needed as part of our regular review process. The Youth Support Coordinator and Chaplain run a

variety of programs, with support from PCYC, that target groups of students across the junior year

levels. These programs focus on early intervention and educating students to identify the difference

between healthy and unhealthy relationships and respectful friendships. The programs also focus on

personal health and hygiene, resilience, positive self-esteem and re-engagement back into the

school community.

• Rock and Water is a physical program aimed at teaching self-awareness, teamwork,

understanding your surroundings and some basic self-defence strategies. The program aims

to exhaust all other strategies rather than use violence. This program is focusing on our boys

and assists them to deal with bullying and bullying behaviours.

• Love Bites is a program where support staff work collaboratively with the Regional School

Based Health Nurse (SBHN), School Base Police Officer (SBPO), Centre Against Sexual

Violence and PCYC, to deliver a program to our Year 11 cohort. The program aims to educate

students on the issues of domestic and family violence, sexual assault and raise awareness

about the support available in the community.

• Junior Love Bites is a modified Love Bites program appropriate for the junior cohort. This will

be run in term 4.

• Sensibility Blue Program is a program targeting girls to assist them with self-regulation,

mental health and self-esteem issues.

• Eats and Treats; a program targeting healthy cooking and diet and learning etiquette and

self-value.

• Radiance Girls group is targeting girls at risk of disengagement: they develop better skills

with friendships, self-care, effective problem solving and body image.

• Blue Edge: a high behaviour intervention program that involves Police Officers, BAT, YSC and

School staff. This is run after school and is an intensive fitness, gang intervention program.

• TEAM UP: This is a Leadership Team Building program aiming the development of

Leadership skills in our students.

• A Brave Life: this program supports young mothers to retain them at school and assists

them, through group work, with all aspects of parenting.

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Each year we have RACQ deliver Docudrama which is an engaging and interactive program that aims

to empower our students to make better and informed choices both as a driver and passenger of a

vehicle. Docudrama takes a community approach to road safety issues involving emergency service

workers and other local professionals to help demonstrate a powerful ‘mock crash’ road safety

scenario. Students then explore and are equipped with real world strategies for combating the ‘Fatal

Five’ road safety issues; Drink and Drug Driving, Fatigue, Not Wearing a Seatbelt, Speeding and

Distraction.

Overall, our programs aim to provide for a wide range of needs that we have identified within our

student body. Providing this guidance and learning for our students as they develop ensures that we

give our students the best chance that we can for them to develop into young people capable of

understanding when they are safe or unsafe, how to ask for assistance when needed and how to

self-regulate as required.

School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.

SCHOOL DISCIPLINARY ABSENCES

Type 2015 2016 2017

Short Suspensions – 1 to 10 days 434 328 312

Long Suspensions – 11 to 20 days 16 11 4

Exclusions 21 13 9

Cancellations of Enrolment 3 0 0 .

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Environmental Footprint Reducing the school’s environmental footprint Continuing to monitor to reduce the ecological footprint of our school remains a focus for Kingston

State College to have both better efficiencies of our resources and reduction of our carbon footprint.

Recycling to reduce our landfill impact and recover resources is part of our efforts to reduce our

ecological footprint. Our paper and cardboard waste has been recycled annually since 1996.

Although we are only required to report on our water and energy efficiencies we continue also to

improve our recycling program to recover resources. We encourage our school community to

rethink that most 'waste' be considered for recovery not landfill.

Kingston State College supports social enterprise YFS program Substation33 who provide us with a

660l bin to collect e-waste.

Our school energy use has only increased slightly although there are more students and more

equipment in use – including air conditioners. We have begun to use an auditing system from ERM

Smart Energy to increase our energy efficiencies and behaviours. In addition, we will explore how we

can use resources from the significantly updated https://www.solarschools.net/ to inculcate better

understanding of the need to increase our sustainability.

We continue to replace lights with more efficient LEDs. We look forward to receiving more solar

panels or energy efficiencies with the current roll out across the education regions by the

government.

A new automated watering system has been in use for the 2016-2017 school year to improve playing

fields on the school oval. This irrigation system had not been well monitored and usage accounted

for. This accounts for the quadrupled increase in water usage. This irrigation is now being closely

monitored. The swimming pool with its gravity feed top-up system of harvested rainwater before

using potable town water continues to work well.

Increasing the biodiversity of our school grounds with an annual planting of 50 free native plants

from the council helps decrease our carbon footprint. The contribution of the natural environment is

difficult to measure but the ambiance of the grounds is an asset to the school.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity kWh

Water kL

2014-2015 406,163

2015-2016 427,136 3,998

2016-2017 427,939 11,946

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.

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School Funding School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and 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.

Where it states ‘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.

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Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2017 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 92 44 <5

Full-time Equivalents 81 34 <5

Qualification of all teachers

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school leaders at the school

Doctorate 0

Masters 13

Graduate Diploma etc.** 27

Bachelor degree 50

Diploma 7

Certificate 0

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

Professional Development Expenditure On and Teacher Participation in Profess ional Development

The total funds expended on teacher professional development in 2017 were $55, 217.96

The proportion of the teaching staff involved in professional development activities during 2017 was 100%.

100% of staff were involved in Professional Development across the four terms.

Book Week 2017

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The major professional development initiatives are as follows:

- ASOT as the College’s adopted Pedagogical Framework;

- ‘NEW ASOT’;

- Tactical Teaching of Reading and Writing for all staff;

- Reading Centre Training DET (2018);

- SER Master Classes Rigorous Readers SER;

- TDQ – Text Dependant Questioning – SER;

- George Telford ‘Growth Mindset’;

- IMPACT – Web Training;

- QMEA (Qld Minerals and Energy Academy) STEM Robotics, Mining Apprenticeships;

- MOQ Digital Training on Data;

- PATR; Pat Maths;

- Classroom observations and feedback, Learning Walks, Learning Framework;

- Math PD – Maintaining ‘Exceler8’;

- STEM Robotics and Coding;

- STEM DET Regional PD;

- In-service on NAPLAN data analysis and continued preparation for NAPLAN;

- Strategies to pursue academic improvement in analysing data;

- ICTs – Continued forms in Digital Pedagogy as part of school E learning approach;

- Ongoing Positive Behaviour Learning program;

- Pastoral care activities and multicultural awareness programs;

- Special Education Program PD opportunities – Autism;

- Essential Skills Behaviour Management for all new staff starting at the College;

- Student Protection/Code of Conduct and other mandatory EQ PD;

- Developing an Annual Performance Framework for every staff member;

- QCAA preparation for new syllabuses;

- QCAA information sessions, SATE, New QCE ;

- Senior Schooling VET initiatives;

- Certificate IV in Training and Assessment;

- Focus on learning within ENABLE networks – Principals, DPs, HODs, and teachers; Partner

collaborations;

- National Curriculum across Science, Maths, English, History and Geography, PE, LOTE and

Performing Arts.

Staff Attendance and Retention Staff attendance

AVERAGE STAFF ATTENDANCE (%)

Description 2015 2016 2017

Staff attendance for permanent and temporary staff and school leaders. 95% 96% 96%

Proportion of Staff Retained from the Previous Scho ol Year From the end of the previous school year, 94% of staff was retained by the school for the entire 2017.

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Performance of Our Students

Key Student Outcomes

Student Attendance Student attendance

The table below shows the attendance information for all students at this school:

STUDENT ATTENDANCE 2017

Description 2015 2016 2017

The overall attendance rate* for the students at this school (shown as a percentage). 90% 90% 92%

The attendance rate for Indigenous students at this school (shown as a percentage). 86% 85% 89%

*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 student attendance rate in 2017 for all Queensland Secondary schools was 90%.

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL

Year Level 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

2015 91% 91% 87% 87% 89% 92%

2016 90% 89% 88% 87% 91% 92%

2017 93% 90% 92% 90% 92% 92%

*Attendance rates effectively count 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.

Student Attendance Distribution The proportions of students by attendance range:

Non-attendance is managed in state schools in line with the Department of Education 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.

19

26

25

15

14

13

22

20

23

44

39

40

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

2017

2016

2015

Proportion of Students

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

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Description of how non-attendance is managed by the school

At Kingston State College Attendance continues to be ‘Everybody’s Business’.

Attendance at Kingston State College is managed through:

• Tracking/monitoring and analysis;

• Intervention and strategies;

• Rewards and Celebrations;

At Kingston State College to improve and monitor student attendance ‘ID Attend’ System software

was implemented school wide as an electronic roll marking and tracking procedure and has

effectively been in use since 2009. Our focus is to maintain rolls to accurately reflect the daily

attendance of all students and provide precise data to staff with responsibilities for managing

attendance. Roll marking is recorded every lesson; five periods Monday to Thursday and four

Periods on a Friday. Daily texts inform parents/carers of student absences from their Period One

class where prior notice has not been received explaining the student’s full day absence or lateness

to school.

Whilst attendance has continued to be everybody’s business this initiative has seen every student

taking ownership for their school attendance. The 95 Club and 100 Club have proved to be a

rewarding incentive strategy. This strategy has been maintained with students informed weekly on

Monday/Tuesday of their accumulative attendance percentage showing improvement across all year

levels maintaining an attendance rate of above 90%.

Effective practices currently in place:

• Maintain accurate record of student attendance;

• Work in partnership with parents/guardians and the school community;

• Engage and work with external support networks;

• Recognise and reward excellent and improved student attendance;

• Develop and implement training opportunities for teachers – provide clear school processes

for roll marking through Professional Development.

Monitoring of student attendance starts with the classroom teacher. Reports are generated at the

end of each school day and forwarded to all staff as a means of further monitoring and tracking of

student attendance. Student attendance is monitored by a team of staff including the Principal, two

Deputy Principals, Junior and Senior Secondary HOD, six Year Level Coordinators, Attendance

Officer, Truancy Engagement Officer and all staff. Attendance intervention measures in place utilise

regular tracking and reporting of student attendance which is addressed in fortnightly attendance

meetings between the key personnel stated above, the School Chaplain, School-based Police Officer,

the Guidance Officer, Behaviour Advisory Teacher (BAT) and Youth Support Coordinator. There is

constant communication between the College and parents/guardians, notifying care givers of

student non-attendance via telephone, letter, SMS, e-mail, home visits and school meetings as

necessary.

Our goal for 2017 of 92% attendance was successfully achieved.

This goal of 92% will again be Kingston State College’s goal to maintain for 2018.

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Achievement – Closing the Gap

Kingston State College’s Indigenous enrolment in 2017 represented 11.4% of total enrolments.

Indigenous student’s attendance was 88.7% while Non-Indigenous attendance was at 92.4%.

The graphs below represent the indigenous gap in the Reading, Writing and Numeracy on the 2017

NAPLAN tests.

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Improvement strategies used:

• The “Link Centre” is a safe and supportive centre for Indigenous students during break times

building positive relationships with CEC and the Indigenous Teacher Aide;

• In class teacher aide support for Indigenous students;

• Community meetings with CEC, Elders, parents and students once a term;

• Indigenous Bush Tucker Garden literacy and numeracy program for junior students delivered

by Elder;

• Cultural learnings from Elder through dance and art;

• Profiling and monitoring attendance and attainment with students on an individual basis;

• Parent interviews as required and if necessary home visits by Youth Engagement Officer and

CEC to assist reengagement;

• Facilitating and encouraging full participation with partners e.g. ABCN University of

Queensland and Griffith University;

• Providing opportunities for School Based Certificate III courses;

• Maximising use of QATSIF scholarships to improve Indigenous outcomes;

• Senior students’ participation in NRL School to Work;

• Students participation in UHelp program lead by Headspace;

• InspireU – UQ Junior Secondary High Performance Science Program;

• Isaan – UQ Top Band NAPLAN – Years 7-9;

• Solid Pathways Years 7-9.

NAPLAN 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 states ‘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.

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Year 12 Outcomes

OUTCOMES FOR OUR YEAR 12 KINGSTON STATE COLLEGE CAM PUS

Description 2015 2016 2017

Number of students receiving a Senior Statement 87 108 95

Number of students awarded a Queensland Certificate of Individual Achievement. 3 3 6

Number of students receiving an Overall Position (OP) 27 33 25

Percentage of Indigenous students receiving an Overall Position (OP) 10% 0% 8%

Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). 7 19 7

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

144 107 95

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

58 84 60

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

84 105 89

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

100% 100% 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. 40% 56% 60%

Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, Cert I qualification. 100% 100% 100%

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

100% 100% 98%

As at 3rd February 2017. The above values exclude VISA students.

OVERALL POSITION BANDS (OP)

Number of students in each band for OP 1 - 25

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

2015 4 3 8 10 2

2016 3 4 14 11 1

2017 0 4 11 9 1

As at 14th February 2018. The above values exclude VISA students.

VOCATIONAL EDUCATIONAL TRAINING QUALIFICATION (VET)

Number of students awarded certificates under the A ustralian Qualification Framework (AQF)

Years Certificate I Certificate II Certificate III or above

2015 114 63 22

2016 134 90 25

2017 95 54 14

As at 14th February 2018. The above values exclude VISA students.

Apparent Retention Rate – Year 10 to Year 12

APPARENT RETENTION RATES* YEAR 10 TO YEAR 12

Description 2015 2016 2017

Year 12 student enrolment as a percentage of the Year 10 student cohort. 78% 86% 72%

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APPARENT RETENTION RATES* YEAR 10 TO YEAR 12

Description 2015 2016 2017

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort.

67% 54% 58%

* The Years 10 to 12 Apparent Retention Rate is defined as the number of full-time students in Year 12 in any given year expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).

OUTCOMES FOR OUR YEAR 12 COHORTS – KINGSTON LEARNIN G COLLEGE

Description 2015 2016 2017

Number of students receiving a Senior Statement 73 81 78

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

Number of students receiving an Overall Position (OP) 0 0 0

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).

7 4 10

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

39 45 47

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

9 6 29

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

7 4 13

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

0% 0% 11%

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. N/A N/A N/A

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. 49% 65% 60%

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

As at 3rd February 2017. The above values exclude VISA students.

VOCATIONAL EDUCATIONAL TRAINING QUALIFICATION (VET)

Number of students awarded certificates under the A ustralian Qualification Framework (AQF)

Years Certificate I Certificate II Certificate III or above

2017 31 23 6

As at 14th February 2018. The above values exclude VISA students.

Student Destinations Post-school destination information The results of the 2017 post-school destinations survey, Next Step – Student Destination Report (2017 Year 12 cohort), will be uploaded to the school’s website in September. Schools with fewer than 5 responses will not have a report available on the post-school destinations of Year 12 completers for reasons of confidentiality. The report will be available at: http://www.kingstonsc.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx Early leavers information The destinations of young people who left the school in Years 10, 11 and prior to completing Year 12 are described below.

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Post-school destination information

Early school leavers information

It is our intention here at Kingston State College to monitor student progress very closely for each

and every student on an individual basis. If a student is proving to be disengaged or not achieving

and succeeding the student is interviewed in the company of their parent/guardian before the

situation is deemed critical. At this time we discuss possible solutions and strategies for re-

engagement. Our aim is to provide students, some of whom will potentially have complex and

challenging circumstances, with the best possible opportunity for success, keeping in mind that

future success is often dependent on a quality education and/or the achievement of a meaningful

qualification.

The decisions are tailored to the individual student and may involve the student participating in

some work experience and/or applying for a traineeship or apprenticeship. Alternatively, it may

involve the student transitioning to our own Kingston Learning College. There are students who

transfer from Kingston State College to other state high schools and continue their education

through to Year 12. A number of students are also transitioned to alternative educational

institutions and programs including Eagleby Learning College, YMCA school, Centre Ed Flexible

Learning Centre, and others who transition to full or part time employment, full or part time

traineeships or TAFE courses.

Students at Kingston State College have the opportunity to complete a variety of Certificate I to III

Vocational Qualifications in Years 10 – 12. The certificates delivered at Kingston State College cover a

range of industry areas including Creative industries, Information Digital Media and Technology,

Furnishing, Construction and Fitness. Students also have the opportunity to study qualifications at

TAFE, SkillsTech and other Registered Training Organisations in an even wider range of industry

areas.

Post Year 12 Monitoring

Communication is made to every graduate of the previous year to assist those not in training or

employment. Students are invited to the College to engage in further indepth conversations

concerning future opportunities available.

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Types of VET qualifications completed by Kingston State College students

Most Year 11 and 12 students at Kingston State College complete a Certificate I in Information Digital

Media and Technology. Students may also elect to complete the following Certificates:

• Certificate I Furnishing;

• Certificate I in Skills for Vocational Pathways;

• Certificate II Furniture Making Pathways;

• Certificate I Construction;

• Certificate II Creative Industries;

• Certificate III Music Industry Studies;

• Cert III Fitness.

A variety of other Certificates are made available to students through external providers such as

TAFE.

Value Adding

In response to the Annual Implementation Plan and the College’s New Strategic Plan 2018-2021 to

develop overall improvement, the goal of the College is to ‘value add’ and drive public optimism and

high expectations by:

- re-visioning a complete focus on teacher quality with the adoption of ‘The Art and Science of

Teaching’ as our language of teaching;

- focusing on continuous school improvement to ‘raise the bar’ in terms of academic results in

both the Year 7-12 campus and the Kingston Learning College;

- to continually monitor all results in Years 7-12 aligned to our framework ‘Nothing Left to

Chance’;

- to rigorously monitor attendance with focused strategies – ‘every child – every day’ ;

- re-igniting an even more explicit whole school approach to literacy based on Systemic data

and testing and continuing to embed an explicit reading comprehension program. This is

monitored by the Literacy Coach and Numeracy Coordinator. PAT Reading and PAT Math

utilised to monitor literacy and numeracy outcomes. All data continuously tracked via

OneSchool for all students in Years 7-9 and Year 11/12 tracked with Intervention every 5

weeks;

- completed PD training for Tactical Teaching of Reading and Writing of both in 2019;

- the ‘Investing for Success’ team continuously review our NAPLAN strategies to target

improvement;

- EMM used as targeted pedagogical strategy of Direct Instruction in Years 7, 8 & 9 Math;

- STEM / Robotics / Coding a focused school priority across Science, Math, Technology

curriculum providing future pathways;

- STEM Coordinator introduced 2016-2018;

- specialised partnerships, QMEA (Queensland Minerals and Energy Academy) and MOQ

Digital lifting the bar with STEM – Robotics;

- mentoring Beginning Teachers DET PD;

- walk throughs using a software package and observation and feedback schedule as part of

‘Learning Framework’;

- to continually review and increase outcomes for Year 12s in terms of credentials – Senior

Certificates, QCE and VET Certificates and School Based Apprenticeships and Traineeships;

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- continue to spotlight improvement on OP results with Mighty Minds and PD by Matthew

Rigby;

- use OP Analyser to further analyse Data for OP eligible students;

- continue to monitor the Year 10s and Year 11s so that they are eligible to complete the QCE;

- investigating and initiating new VET industry links; thus expanding school based compliance

with new school based certificate IIIs;

- continuing targeted improvement in facilities aligned to student learning across whole

school campus;

- Trade Training Centre - including Certificate I in Construction, Certificates I in Furnishing and

Certificate II in Furniture Making Pathways;

- Visual Artefacts for Vision/Framework, ‘Nothing Left To Chance’, School Wide Positive

Behaviour and The Art and Science of Teaching.

Conclusion

Kingston State College community can be very proud of the very talented teachers and support staff

and parents who provide services to our community. The College community is committed to the

promotion of values such as respect, personal accountability, high expectations and taking pride in

achievement. These values incorporate our School-Wide Positive Behaviours of Commitment,

Cooperation, Common Sense and Courtesy (4Cs).

But our ongoing challenge must be to provide a quality education set on a foundation where all

students have an entitlement to be numerate and literate. This must be our ongoing priority.

When asking the question why and how achievement is strong at Kingston State College, the answer

is simple. It must be about school leadership and learning. However, our mindset needs to shift to

reflect a more dynamic future of work where linear careers will be far less common and young

people will need a portfolio of skills and capabilities, to navigate the more complex world of work of

the 21st Century.

‘Our core priority is to inspire students to develop the curiosity, drive and flexibility of mind to

recognize opportunities and to pursue their passions’. Tim Minchin