Gympie State High School Queensland State School Reporting 2014 School Annual Report

Postal address PO Box 22 Gympie 4570

Phone (07) 5489 8333

Fax (07) 5489 8300

Email the.principal@gympieshs.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 Mr Anthony Lanskey

Principal’s foreword

Introduction

2014 has been one of the most exciting and rewarding years of my fifteen years at GSHS. It has been a time of renewal, with $300,000 Planned Maintenance seeing the external repainting of 7 blocks as well as the internal refurbishment of Manual Arts and 3 toilet blocks. The multi-million dollar Junior Secondary Precinct was opened in August adding another quality facility to Gympie High. The school has never presented better as it prepared for the arrival of year 7 in 2015 and Education Queensland embraces the biggest change in Education since year 8 moved to High School in 1964.

This year was the last for the implementation of Gympie State High School’s 2011-2014 Strategic Plan. With a focus on demanding and delivering high standards, the school was guided by an Improvement agenda with focus areas of Successful Learners, Great People and Engaged Partners. Key Strategic Directions for 2014 were:

Implement Teaching and Learning Audit 2010 findings

Align curriculum with current (QCAR) and emerging (ACARA) initiatives and prepare teachers to deliver this curriculum

Develop communication to aid school management on every level

Improve organisation to ensure efficient and productive management of all members of the GSHS community

Support staff well-being by formalising procedures for providing professional support

Focus on the physical environment with the aim of enhancing student learning and improving the school’s public image

These directions align with the objectives of Queensland State Education within the context of our school community.

This report records our successful engagement with this agenda throughout 2014 and progress towards our goals.

I record my thanks to the Management Team of Deputy Principals’ Ms Wilmore, Mr Allan, Mrs O’Donohue and Ms Emelie Gabbert, Head of Special Education Services Mr Worthington, Guidance Officer Ms Kirkbride and Business Services Manager Mr White, who, assisted by our Heads of Department and supported by our highly skilled teaching and non-teaching staff and you, our parents, work together to make the difference that is Gympie High, the difference that is a blend of tradition and innovation.

Murray Wegner – Principal 2014

School progress towards its goals in 2014

FOCUS AREA

SCHOOL PRIORITIES 2014

IMPROVEMENT STRATEGIES AND ACTIONS 2014 PROGRESS TOWARDS GOALS

Su

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Implement the Australian Curriculum

Key literacy and numeracy improvement strategies

Differentiation strategies

Senior Secondary

ACARA Priorities

Embed English, Mathematics, Science and History and introduce using the C2C resource ensuring alignment with community expectations.

Embed explicit teaching of Writing through the “7 Steps to Writing Success” program

Leverage the Carol Christensen Reading program now in its third year of implementation

Numeracy Priority

Utilise relative gain analysis from 2013 NAPLAN to inform curriculum focus. Continue to use online school-developed resources and introduce Mighty Minds Turbo days. Differentiate by using ACER Elementary Maths Masters (EMM). Trial Grid 56.

Upper 2 Bands Priority

Create a Year 8 Masterclass

Utilise Mighty Minds for Staff PD and marking of student scripts BPN Priority

Regular Faculty meetings will serve as BPNs where staff will share practice and learn from each other

NAPLAN Strategy

Implement the Junior Secondary NAPLAN Improvement Agenda 2014

Great Results Guarantee funding will primarily be focussed on moving the Year 9 NAPLAN performance mean scores in Reading, Numeracy and Writing towards the National Means

Differentiation Strategy

Implement Data Informed Classrooms 2014 – a GSHS approach to Individual Student Achievement and Success

Senior Secondary Priority

Implement the 2014 QCE Improvement Plan

Continue to Embed Pathways, Empower Futures through the GSHS Senior Secondary Improvement Agenda 2012-2014

Implemented in 2014 Implemented in 2014 Implemented in 2014 as PLCs – Professional Learning Communities Implemented in 2014 Partially completed / implemented in 2014 and is expected to be embedded in 2015. Partially completed / implemented in 2014 and is expected to be embedded in 2015.

Gre

at

Peo

ple

Implement performance reviews for all staff (eg. DPF)

Developing Performance Framework

Embed in Term1 the DPF with all staff (teaching and non-teaching) ensuring an alignment to school improvement priorities in the AIP and individual needs.

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

Consultation and feedback structures are in place and occur in a timely manner (Once a term)

Implement processes to monitor staff and personal wellbeing

Implemented in 2014 Partially implemented in 2014 and is expected to be completed in 2015

Em

po

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en

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Develop and enact a pedagogical framework based on ASOT or other approved framework

ASOT

Further develop and implement an overarching Curriculum Framework based on ASOT

Investigate and implement Design Questions 3, 4 and 8

Actively engage the ASOT Instructional Leader to further and deepen understanding of staff around the framework

Staff engage in Faculty and Staff meetings using ASOT as a reflective framework

Provide Coaching and Feedback through a focus on observational protocols and collegiality

Partially implemented in 2014 and is expected to be completed in 2015 Implemented in 2014 Implemented in 2014

En

gag

ed

Part

ners

Getting Ready For Secondary School

Junior Secondary

Flying Start initiative

Liaise with feeder Primary Schools focussing on the Transitions Improvement Agenda

Develop a communication strategy with community regarding relevant changes so as to develop market position that revitalises GSHS

Continue the development of strategies concerning staffing and resource allocations

Implement the 2014 Junior Secondary Action Plan Parent and Community Engagement Strategy

Promote parent participation in school events and provide opportunities for families to observe student learning and celebrate student achievement through the Gympie HIGHlights initiative, Learning Curve and Junior/Senior Student Planner initiatives.

Use multiple communication channels to communicate with parents eg email, SMS, telephone, web portal, Facebook, Schoolzine Newsletter and letter

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

Actively seek and sustain a wide range of community partnerships through SATs, Work Experience, Hospitality catering opportunities, Cooloola Schools Cluster, Gympie Schools Alliance, Broncos, Chaplaincy committee, P@C, Australian Institute of Country Music, Academy of Interactive Entertainment Canberra, Quadrennial School Review.

Implemented in 2014 Implemented in 2014 Implemented in 2014 Implemented in 2014

Hig

h

Sta

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T&L/Discipline Audit priorities

Curriculum Teaching and Learning/ Discipline Audit

Prepare staff for the Audit to be conducted on 12-13 March through familiarisation with the GSHS Audit Checklist. Devise an Implementation plan following the Audit recommendations.

Revise our Code of School Behaviour to reflect the Expectations for a Disciplined School Environment and Strengthening discipline in Queensland state schools policies

Opinion Survey Priorities

Refer to 2013 SOS Review presented to Staff on January Student Free Days for the Top 5 “Things we need to work on” and the Top 5 “Things we are doing well”. The top priority to work on for BOTH students and parents is “Student behaviour is well managed at this school”, and for Staff “This school is well maintained”.

Implemented in 2014 Implemented in 2014 Implemented in 2014

Future outlook

Gympie High School will continue in 2015 the great progress made in improving students outcomes throughout 2014. The school has developed the focus areas for 2015-18, aligned to the DETE Strategic Plan and as summarised in the GSHS Strategic Plan. The Annual Improvement Plan operationalises the Strategic Direction of the school and is summarised in the following structure which is reviewed annually. A copy is available on the school website.

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Year levels offered in 2014: Year 8 - Year 12

Total student enrolments for this school:

Total Girls Boys

Enrolment Continuity

(Feb – Nov)

2012 1174 572 602 89%

2013 1185 582 603 91%

2014 1135 564 571 89%

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

Characteristics of the student body:

Gympie State High School is a Band 11 school with an enrolment that fluctuates between 1120 and 1210. We currently have enrolments of 55 students with learning disabilities and over 140 students identified for learning support. Our enrolments demonstrate a balance of males to females and a growing intake of identified indigenous students. The growth in indigenous students, in particular, has meant that there has been an increased awareness of a need to cater for their learning.

The historic City of Gympie is located on the Bruce Highway 160 kilometres north of Brisbane and approximately 40 kilometres from the coast. It is the centre of the Gympie Region, although recently it has been promoted both within Australia and overseas as the northern tip of the Sunshine Coast. Interestingly recent government released data shows that while Gympie has the lowest per capita income in Queensland, health and stress related illnesses are one of the lowest. The Gympie Region has an estimated population of 37000, with 18000 people living in Gympie City and 9000 in Southside. Currently primary and secondary industries form the economic base of the town and include agriculture, timber (Laminex), and Nestles. The planned Bruce Highway bypass will have an impact on the primary industries in our area but that impact won’t be seen for some years to come. Tourism and its associated service industries and retail are growing employers in the shire.

Gympie State High School was one of the first to open its doors in Queensland and celebrated its centenary on 8-10 March 2012. The school was established on 29th January 1912 and has a proud tradition of pursuing academic, sporting and cultural excellence. Many of our students are from third and fourth generation families who have attended the school. Gympie High not only serves the City of Gympie but also communities such as Amamoor, Dagun, Imbil, Kandanga, Goomboorian, Rainbow Beach, Tin Can Bay, Glenwood and Widgee.

Students generally enroll at Gympie high in two phases – Year 7 students (from 2015) from primary schools across the region and Year 11 students from the feeder P-10 schools in our catchment area. Students are drawn from rural communities with the majority of students travelling to school by bus. Gympie High School caters for the diverse array of student s through a broad range of curriculum offerings including the Learning Pathways Program which inclusively caters for students with disabilities.

Average class sizes

Phase

Average Class Size

2012 2013 2014

Prep – Year 3

Year 4 – Year 7 Primary

Year 7 Secondary – Year 10 23 22 22

Year 11 – Year 12 18 19 19

School Disciplinary Absences

Note that SDA figures represent those students recommended for an SDA. Recommendations are subject to appeal and may therefore be upheld or set aside.

# Exclusion is an abbreviated title which reflects suspensions with recommendations for exclusion, which may result in an exclusion or be set aside

through an appeals process.

* Caution should be used when comparing 2014 data with previous years SDA data as amendments to the disciplinary provisions in the Education

(General Provisions) Act 2006, passed in late 2013, created a time series break.

Curriculum offerings

Our distinctive curriculum offerings

The diversity of activities at Gympie High ensures there are opportunities for all students. Highlights include the Country Music School of Excellence, the Certificate IV in Interactive Media (Gamemaking), STEM (Science, Technology Engineering and Mathematics), Challenge classes, I-Learn I-pad program, Youth Action Program, specialist Sport classes in Futsal and Rugby League and a range of Vocational Certificate courses.

The Junior Secondary curriculum philosophy (Year 7-9) is based on strengthening learning behaviors, foundation and success skills. Engaging minds and Empowering futures through active learning that is engaging and focused on the need so the learner provide a solid foundation for Senior Schooling pathways. Customised classes, differentiated teaching and targeted intervention and extension programs identify where students are at in their learning and ensure accelerated success. A combination of structural (Customised classes) and instructional (targeted teaching) differentiation are combined with personal goal setting ensures that individual learning goals are achieved. Elective programs are offered on a Semester basis to provide exposure and foundation learning across the Arts, Technology and Languages learning areas. Studnets are encouraged to select electives that pave the pathways foundations for choices in year 10 subjects.

Core Electives Challenge

English Health and Physical Education

HPE, Rugby League or Soccer programs Mathematics Science History

Dance Drama Textiles Technology Food Technology Manual Arts STEM (Science, Technology, Engineering, Mathematics) Agricultural Mechanics Animal Husbandry

Business Essentials Art Music Graphics Digital Media Youth Action Program Industrial Technology A /B

German

Japanese

Challenge courses are available in: English

Mathematics History Science

Year 10 is the new addition to the Senior Secondary phase of learning. Students in Year 10 will continue with the National Curriculum objectives; however will also be transitioning into the Senior phase in Semester 2. Students will be exploring Year 10 content and knowledge in a Senior context by utilising the Senior Syllabus for each of the subjects. Year 10 students will also have the opportunity to start banking credits towards their Queensland Certificate of Education (QCE) by engaging in Certificate courses conducted at Gympie State High School, as well as participating in School-based Apprenticeships and Traineeships (SAT).

During Semester 2 of Year 10, students will be engaging in the 10.5 Program where they will be continuing with meeting the requirements of the National curriculum by studying core subjects English and Maths, plus either History or Health and Physical Education (depending what was studied in Semester 1). The remaining subjects are tailored specifically to resemble the expectations of the Senior Subject Syllabus. The 10.5 Program is designed deliberately to provide all students with the opportunity to explore and trial senior subjects prior to Year 11 and assist with making better informed choices regarding subject selections in your Senior years. The intention is to have students in subjects they are capable of completing successfully and reducing the number of subject changes in Years 11 and 12.

In the Senior Years Gympie State High School offers three types of subjects;

Disciplinary Absences

Count of Incidents

2012 2013 2014*

Short Suspensions - 1 to 5 days 206 232 202

Long Suspensions - 6 to 20 days 22 36 27

Exclusions# 1 3 9

Cancellations of Enrolment 18 8 21

(a) Authority Subjects

• syllabus has been approved by the Queensland Studies Authority (QSA),

• a Work Program has been accredited by the QSA,

• assessment of student achievement have been certified by the QSA through moderation,

• results appear on the Senior Certificate and contribute towards an OP and credits for the QCE.

(b) Authority-Registered Subjects

• a Study Area Specification has been developed by the QSA,

• a Study Plan has been accredited by the QSA,

• results appear on the Senior Certificate and accumulate credits for the QCE,

• the result does not contribute towards an OP.

(c) Vocational Education & Training (VET) Certificate

• follows an industry standard Training Package

• is assessed on competency based only assessment items

• flexible delivery, within a class structure or block training

• Nationally recognised qualification

• results appear on the Senior Certificate and accumulate credits for the QCE,

Extra curricula activities

The school offers a range of extra-curricular activities for students. These are designed to extend and inspire students in ways that may not normally be available within the classroom environment.

Extra-curricular activities include:

Sport – Rugby League, Football, Futsal, Netball, Athletics, Equestrian, Cricket, Volleyball

Music – Instrumental music – strings, bras, woodwind and percussion, Country Music School of Excellence

Community – Environmental and Fund Raising Committees; Public Speaking CompetitionsSpeaking Description of the activities should be provided, particularly those that involve a significant number of students. Outline in dot point form.

How Information and Communication Technologies are used to assist learning

Gympie State High School continued its integration of ICT’s across all aspects of the curriculum and in all areas of the school.

Over 950 computers were available to all students in the classroom. This included 26 classrooms with class sets of laptops, 4

learning areas in the library with class sets of desktop computers and 5 specialist labs for Business studies, Film and Television,

Graphics and Multimedia. 53 classrooms had facilities for delivering ICT enriched learning experiences for students, including

data projectors, speakers and laptop connections. All teaching spaces in the school had access to the local area network and

internet through high speed wireless or Ethernet connectivity. The school utilised a 25Mbit filtered internet service to access

internet based resources. Students were required to have paid their school fees to be able to access the ICT resources in the

school.

Processes and programs within the school which were used to achieve a meaningful use of ICT’s in the classroom included:

The operation of a dedicated ICT skills class (iLearn) in year 8 with specialist staff embedding the use of technology

into all lessons.

The use of eLearning testing tools to prepare students for NAPLAN in “drill and test” scenarios.

The extensive deployment of ICT’s directly into classrooms for all teachers to be able to extend learning experiences by

using ICT’s to expand the opportunities for learning.

The highly specialised use of ICT’s in senior subjects including the Voc Ed courses in Information Technology,

Business Education and Interactive Entertainment.

The tailored deployment of ICT’s for special needs students including the use of tablet devices for targeted literacy and

numeracy activities.

Social Climate

The Vision and Beliefs statement of Gympie State High School is based on the Virtues Project, which is closely aligned with the

National Framework for Values Education in Australian schools. Vision and Beliefs: Gympie State High School is a community

where character virtues are fostered with the aim of developing positive learning relationships and the achievement of one's

personal best in all aspects of school life. Character Virtues: The school values universally recognized virtues, and provides

opportunities for their development in all members of the school community. Priority will be given to the virtues of respect, trust

and personal responsibility. These virtues underpin the School Support Programme, Behaviour Management Policy and

Professional Development Programme and Positive Relationships. Positive Relationships: Respect ensures courtesy and

consideration among all members of the school community. Trust ensures openness and confidence in relationships between

different groups within the school community. Personal responsibility ensures that students/staff/community members behave

with integrity and commitment. Personal Best: All members of the school community are committed to doing their best. Students

respond enthusiastically to a relevant curriculum and challenging extra curricula activities. Staff demonstrate enthusiasm and

professional standards. Parents and the wider community support the school's initiatives in learning and character development.

Parent, student and staff satisfaction with the school

Performance measure

Percentage of parent/caregivers who agree# that: 2012 2013 2014

their child is getting a good education at school (S2016) 80% 94% 96%

this is a good school (S2035) 92% 89% 88%

their child likes being at this school* (S2001) 88% 89% 91%

their child feels safe at this school* (S2002) 88% 94% 88%

their child's learning needs are being met at this school* (S2003) 84% 78% 89%

their child is making good progress at this school* (S2004) 72% 89% 93%

teachers at this school expect their child to do his or her best* (S2005) 92% 94% 91%

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

67% 78% 93%

teachers at this school motivate their child to learn* (S2007) 67% 83% 84%

teachers at this school treat students fairly* (S2008) 61% 89% 87%

they can talk to their child's teachers about their concerns* (S2009) 91% 81% 94%

this school works with them to support their child's learning* (S2010) 71% 83% 87%

this school takes parents' opinions seriously* (S2011) 78% 88% 84%

student behaviour is well managed at this school* (S2012) 74% 72% 67%

this school looks for ways to improve* (S2013) 89% 94% 85%

this school is well maintained* (S2014) 91% 88% 89%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

they are getting a good education at school (S2048) 92% 95% 93%

they like being at their school* (S2036) 87% 95% 88%

they feel safe at their school* (S2037) 83% 87% 90%

Performance measure

Percentage of students who agree# that: 2012 2013 2014

their teachers motivate them to learn* (S2038) 80% 90% 78%

their teachers expect them to do their best* (S2039) 94% 98% 93%

their teachers provide them with useful feedback about their school work* (S2040) 83% 92% 77%

teachers treat students fairly at their school* (S2041) 73% 83% 62%

they can talk to their teachers about their concerns* (S2042) 65% 81% 59%

their school takes students' opinions seriously* (S2043) 65% 80% 62%

student behaviour is well managed at their school* (S2044) 69% 76% 57%

their school looks for ways to improve* (S2045) 86% 98% 91%

their school is well maintained* (S2046) 76% 87% 81%

their school gives them opportunities to do interesting things* (S2047) 87% 96% 88%

Performance measure

Percentage of school staff who agree# that: 2012 2013 2014

they enjoy working at their school (S2069) 95% 96%

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

they receive useful feedback about their work at their school (S2071) 83% 81%

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

students are treated fairly at their school (S2073) 97% 99%

student behaviour is well managed at their school (S2074) 82% 85%

staff are well supported at their school (S2075) 83% 78%

their school takes staff opinions seriously (S2076) 81% 73%

their school looks for ways to improve (S2077) 95% 96%

their school is well maintained (S2078) 65% 76%

their school gives them opportunities to do interesting things (S2079) 92% 91%

* Nationally agreed student and parent/caregiver items were incorporated in the School Opinion Survey in 2012.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. Due to a major

redevelopment of the surveys (parent/caregiver and student in 2012; staff in 2013), comparisons with results from previous years are not

recommended.

DW = Data withheld to ensure confidentiality.

Involving parents in their child’s education

Gympie High values and encourages active parental and community involvement in our school. The key areas are the Parents

and Citizens Association (P&C), Volunteering and the range of parent communication used by the school to keep parents

involved and informed. The adoption of the Schoolzine eNewsletter accessed by subscription was a key plank in our Parent and

Community Engagement Strategy. The school also communicates via multiple channels – email, SMS, Web portal and Facebook.

The P&C Association, an essential committee in our school, endeavours to improve school facilities for the benefit of our students

as well as providing a window to the operational activities within the school. The P&C has been instrumental in a number of

projects over the years including the upgrade of the tuckshop, the construction of the climbing wall in the Gym and Rita’s Place -

an amphitheatre for outdoor entertainment. The Multi-sports Arena on Tozer oval was also gifted by the P & C to recognise the

school's centenary. Participation in the P & C is highly recommended to become part of the Gympie High School community.

Parent and community attendance and input at monthly meetings ensures Gympie High will continue to provide your student with

excellent educational outcomes. We normally meet on the second Tuesday of each month in the Cybrary (Everson Road) from

6.30 pm – 8.30 pm.

The Gympie Highlights program was launched at an Open Day in March to offer Junior Secondary and Primary students the

opportunity to engage in specialist out-of-school programs. Stem Robotics, Agriculture, Biotechnology, Food Technology and

Computer Game Programming workshops were conducted throughout the year and were a successful marketing strategy in

terms of promoting parent participation in school events and providing opportunities for families to observe student learning, and

celebrate student achievement.

Reducing the school’s environmental footprint

The school has made significant steps towards the reduction of our environmental footprint. Education campaigns to reduce the usage of water and electricity occur on a regular basis with students and staff. The use of solar power and harvesting rainwater for use in the school grounds has made an impact on the reduction of the school’s environmental footprint.

Environmental footprint indicators

Years Electricity

kWh Water kL

2011-2012 608,634 8,602

2012-2013 568,753 5,575

2013-2014 580,316 0

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

Our staff profile

Staff composition, including Indigenous staff

2014 Workforce Composition Teaching Staff* Non-teaching

Staff Indigenous Staff

Headcounts 94 51 <5

Full-time equivalents 86 36 <5

Qualification of all teachers

Highest level of

attainment

Number of

Teaching Staff *

Certificate 1

Diploma 11

Advanced Diploma 10

Bachelor Degree 60

Graduate Diploma etc.** 5

Masters 6

Doctorate 1

Total 94

1

11 10

60

5 61

0

10

20

30

40

50

60

70

*Teaching staff includes School Leaders

**Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2014 were: $28000

The major professional development initiatives are as follows:

Art of Science and Teaching – pedagogical framework

School Wide Positive Behaviour Support

Literacy and Numeracy

The proportion of the teaching staff involved in professional development activities during 2014 was 100%

Average staff attendance 2012 2013 2014

Staff attendance for permanent and temporary staff and school leaders. 96% 97% 96%

Proportion of staff retained from the previous school year

From the end of the previous school year, 94% of staff was retained by the school for the entire 2014 school year.

School income broken down by funding source

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

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

Where it says ‘Search by school name’, type in the name of the school you wish to view, and select <GO>. Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being given access to the school’s My School entry webpage.

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

Performance of our students

Key student outcomes

Student attendance 2012 2013 2014

The overall attendance rate for the students at this school (shown as a percentage). 85% 83% 86%

The overall attendance rate in 2014 for all Queensland Secondary schools was 89%.

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

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Year 11

Year 12

2012 87% 85% 85% 84% 85%

2013 87% 84% 81% 81% 81%

2014 88% 87% 85% 83% 88%

DW = Data withheld to ensure confidentiality.

Student attendance distribution

The proportions of students by attendance range.

36

45

30

18

16

14

30

23

25

16

17

31

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

2012

* 2013

2014

Proportion of Students

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

*The method for calculating attendance changed in 2013 – care should be taken when comparing data after 2012 to that of previous years.

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DETE policies, SMS-PR-029: Managing Student Absences and SMS-PR-036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

Attendance was central to Gympie High’s improvement agenda in 2014 with the target for attendance is 92%. Semester 1 attendance improved by 25% from Semester 1 last year with 30% of year 8 and 32% of year 9 achieving 100% along with 22 year 11 students.

Rolls are marked each lesson using ID Attend and parents receive text messages if their student is absent from school. Students who do not attend regularly are supported through our Welfare Program to endeavor to reengage them in regular schooling. Parents are informed by the range of contact methods including phone, letters and home visits by administration and support staff.

Attendance is linked to reward programs which acknowledge students attaining 100% attendance; benchmarks to meet involvement in extra-curricular activities such as the senior formal has shown improvement in attendance over 2014.

Our tackling truancy strategy, secured the support of local businesses who agreed not to serve students in uniform without a leave pass. While parents are responsible for ensuring children attend school, we have been proactive in maximising attendance and promoting the benefits of regular school attendance.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading,

writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7, and 9.

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My

School website at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the

following ‘Find a school’ text box.

Where it says ‘Search by school name’, type in the name of the school whose NAPLAN results you wish to view, and select <GO>.

Read and follow the instructions on the next screen; you will be asked to accept the Terms of Use and Privacy Policy before being able to access NAPLAN data. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.

The NAPLAN improvement agenda had as key priorities Reading, Numeracy and Upper Two Bands outcomes. “Turbo days” were introduced for year 8 and year 9 where the entire day was focussed on literacy and numeracy skills. Results in the Reading strand were pleasing, continuing the upward trend begun with the implementation of our specialised reading program, the Literacy train, in 2011. Seventeen percent of year 9 students improved their reading proficiency by 2 or more bands. Our English staff embraced the “7 Steps to Writing success” program to raise our writing mean above the State mean, and comparable to the National mean. Significantly, this occurred in a year when there was a national decline in writing at all years tested. A big improvement was also seen in year 9 Numeracy, with 96% of students above the national Minimum Standard, compared to 93% for State Schools and 94% nationally. 80% of students improved by at least 1 band with 25% improving by 2 or more bands.

In fact, every one of the 5 strands showed that our percentage above the national Minimum Standard exceeded the State Schools percentage for that strand. We did increase our percentage of students in the U2B in Reading and Writing but did not achieve the targeted increase.

Achievement – Closing the Gap

Gympie State High celebrates the performance of our year 9 Indigenous students whose U2B% exceeded the State on every strand except Grammar and Punctuation and that every Indigenous student is above the National Minimum Standard. Overall our Gap for Reading, Writing and Numeracy was negative – in real terms this meant our Year 9 Indigenous students outperformed non-Indigenous students.

Closing the Gap in attendance remains a challenge for Gympie State High.

Indigenous students have participated in the Deadly Young Persons Program, the Murri Pathways Program, Cultural Celebrations and the Australian Indigenous Mentoring Experience at the USC.

Outcomes for our Year 12 cohorts 2012 2013 2014

Number of students receiving a Senior Statement 195 215 204

Number of students awarded a Queensland Certificate of Individual Achievement. 0 0 1

Number of students receiving an Overall Position (OP) 79 84 78

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

36 32 41

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

151 156 131

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

104 104 94

Apparent retention rates Year 10 to Year 12 2012 2013 2014

Year 12 student enrolment as a percentage of the Year 10 student cohort. 82% 86% 81%

Outcomes for our Year 12 cohorts 2012 2013 2014

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

149 155 178

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. 78% 70% 68%

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.

92% 85% 92%

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

95% 94% 98%

As at 19 February 2015. The above values exclude VISA students.

As at 19 February 2015. The above values exclude VISA students.

As at 19 February 2015. The above values exclude VISA students.

GYMPIE STATE HIGH SCHOOL – Vocational Training Areas (VTA) 2014

BUSINESS

Certificate I in Business BSB 10112 Year 11/Year 12

Certificate II in Business BSB 20112 Year 11/Year 12

INDUSTRIAL TECHNOLOGY AND DESIGN

Certificate I in Engineering MEM 10105 Year 11/Year 12

Certificate II in Engineering MEM 10105

Certificate I in Manufacturing (Pathways) MSA 10107 Year 11/Year 12

Certificate II in Engineering Pathways MSA 20105 Year 11

Certificate I in Furnishing LMF 10108 Year 12

Certificate I in Constructions CPC 10111 Year 10

HOSPITALITY

Certificate I in Hospitality SIT 10212 Year 11/Year 12

Overall Position Bands (OP)

Number of students in each Band for OP 1 to 25

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

2012 9 28 25 13 4

2013 11 18 30 21 4

2014 7 21 25 19 6

Vocational Educational Training qualification (VET)

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

Years Certificate I Certificate II Certificate III or above

2012 112 84 38

2013 89 85 41

2014 79 79 29

Certificate II in Hospitality SIT 20212 Year 11/Year 12

Certificate I in Hospitality SIT 10213 Year 12

Certificate II in Hospitality SIT 20213 Year 12

INFORMATION COMMUNICATION TECHNOLOGY

Certificate II in Creative Industries (Media) CUF 20107 Year 10/Year 11

Certificate III in Media CUF 30107 Year 11/Year 12

Certificate IV in Interactive Digital Media CUF 40207 Year 12

INFORMATION COMMUNICATION TECHNOLOGY

Cert I in Information, Digital Media and Technology ICA 10111 Year 10

Cert I in Information, Digital Media and Tech ICA 20111 Year 11/Year 12

AGRICULTURE

Certificate I in Animal Studies ACM 10111 Year 10

Certificate II in Rural Operations AHX 21210 Year 11/Year 12

HORTICULTURE

Certificate I in AgriFoods AHC 10210 Year 10

Certificate II in Horticulture AHC 20310 Year 11/Year 12

Post-school destination information

At the time of publishing this School Annual Report, the results of the 2014 post-school destinations survey, Next Step – Student Destination Report (2013 Year 12 cohort) for the school were not available. Information about these post-school destinations of our students will be uploaded to the school’s website in September.

Early school leavers information

The destinations of young people who left the school in Years 10, 11 and prior to completing Year 12 are varied. The majority leave school to enter the workforce as apprentices, trainees or in work over 25 hours per week. The school works closely with the community’s training organisations, alternative education providers, RTOs and TAFE to support students who move from school to work before completion of year 12.