beenleigh state high school · the subjects incorporating ict, business, accounting, science,...

Beenleigh State High School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Beenleigh State High School

Contact information

Postal address PO Box 29 Beenleigh 4207

Phone (07) 3442 3777

Fax (07) 3442 3700

Email [email protected]

Webpages Additional information about Queensland state schools is located on:

the My School website

the Queensland Government data website

the Queensland Government schools directory website.

Contact person Matthew O’Hanlon

Principal

http://www.myschool.edu.au/

http://data.qld.gov.au/

https://schoolsdirectory.eq.edu.au/


From the Principal

School overview

Beenleigh SHS provides a broad-based education for the students of Beenleigh and Eagleby. The school has strong traditions in Academic, Cultural, Sporting, and Agricultural activities, based around our motto of Semper Altiora. The school is recognised for its involvement in the local communities with students engaged in projects that both support and enhance the established community groups. Solid links have been built with many local organisations, including the Chamber of Commerce, Rotary, Lions and the PCYC. Students are involved in both Academic and Vocational programs aimed at giving each student an opportunity to pursue their chosen career. The development of the individual is a key concern and summed up in our school mission - We Care - We Are Responsible - We Achieve.

School progress towards its goals in 2018

Under Investing for Success funding, the main priorities for 2018 were continued improvement in attendance, literacy and numeracy. The emphasis was on all students working towards meeting literacy and numeracy benchmarks and improved outcomes in English and Maths. The school continued its membership of the University of Melbourne, Network of Schools focussing on a Reading Project. In 2018, there was a statistical improvement in writing, reading, spelling, grammar and punctuation at National Minimum Standards relative to the nation in NAPLAN. In English and Maths, the 2018 school data of A-C results improved to reach a target of 90%.

School enrolments have continued to grow. Our Year 12 student outcomes were also encouraging with the percentage of students achieving a QCE, VET or SAT at 99.3% for non-Indigenous students and 100% for Indigenous students. Apparent school retention continues to be strong. The school continues to adjust the curriculum to ensure that students are provided with appropriate pathways beyond school. Going into 2019, the school has become a member of the University of Melbourne, Network of Schools - Assessing Complex Competencies to assess and report on a range of 21st Century skills preparing Beenleigh State High School students for employment and future learning.

Future outlook

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Year 7 - Year 12

Student enrolments

Table 1: Student enrolments at this school

Enrolment category 2016 2017 2018

Notes:

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

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.

Total 1341 1434 1590

Girls 649 691 773

Boys 692 743 817

Indigenous 145 142 172

Enrolment continuity (Feb. – Nov.) 75% 74% 75%

In 2018, there were no students enrolled in a pre-Prep program.

https://earlychildhood.qld.gov.au/early-years/kindergarten-programs/kindergarten-in-indigenous-communities


Characteristics of the student body

Overview

The school is situated in close proximity to a growing retail, commercial, industrial and rural sector, all impacting on the diversity of the school environment. This close proximity is beneficial to school programs by allowing students to experience real situations as part of everyday school life. The school draws clientele from a diverse range of socio-economic and cultural backgrounds. As such, diversity is valued and celebrated at Beenleigh State High School. School programs incorporate and seek to utilise the valuable contributions to be made by all members of the school community, regardless of individual background. Beenleigh State High School student population (2018): - 14.9% Indigenous students - 4.5% ESL students - 32% Single Parent Families - 14% Students with Disabilities (SEP) - 31% Polynesian students - .75% Students in Care - 15% Learning Support

Average class sizes

Table 2: Average class size information for each phase of schooling

Phase of schooling 2016 2017 2018

Note:

The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.

Prep – Year 3

Year 4 – Year 6

Year 7 – Year 10 22 20 20

Year 11 – Year 12 16 17 16

Curriculum delivery

Our approach to curriculum delivery

The current curriculum offerings in Years 7, 8, 9 and 10 are based on the ACARA curriculum. Year 7-9 key learning areas are based on Child Centred Learning Environments where programs are differentiated to accommodate individual student’s zone of proximal development. Students with low level literacies complete intensive literacy classes based on individual levels determined from diagnostic assessments. All students in the Junior Secondary phase of learning study English, History /Geography, Mathematics, Science and Health and Physical Education. Additionally, students choose six electives from the remaining areas studying each elective for one full term (year 7 and semester 1 year 8) and one full semester from semester 2, year 8 onwards. Students will study a mix of Industrial Technology, Food Services, Visual Art, Music, Performing Arts, Agriculture, and IT.

In the senior school, in year 10, all students study English, Mathematics History/Geography and Science all year. Additionally, students choose two electives from a range of options, each subject being studied for the full semester. Year 10 subjects align with their Years 11 & 12 counterparts, thereby ensuring that Year 10 is a transition year to senior studies. Students also complete SET Planning in year 10 to plan their subjects and future career aspirations before starting year 11. In years 11 and 12, students may choose from 20 Authority and 22 Authority Registered and VET subjects. The school offers tailored programs for School Based Apprentices and School Based Trainees.

Co-curricular activities

Homework Club Theatre Club Chess Club Beenleigh Master-Chef Beenleigh’s Got Talent Robotics Club Girls Gym Club Mibinn Jinndi (ATSI group) School Bands Debating Pedal Prix Agricultural Show Team Interschool Sports Variety Concert Student Council Titration Competition Dance Troupe Maths Competitions

https://qed.qld.gov.au/publications/reports/statistics/schooling/schools


How information and communication technologies are used to assist learning

Over the past ten years the use of computers and Information Communication Technologies (ICT) has grown in their application within and outside the classroom. Teachers as life-long learners will continue to focus on their curriculum and balance their pedagogical skills to best utilise ICT in an educationally purposeful way. ICT in a contemporary world is being reflected in classrooms. Devices are appropriate to the student educationally and developmentally and take advantage of the eLearning Vision:

- Digitally connecting students, school and community to learn and achieve though a culture of high expectations;

- evolving use of ICT for collaboration and creating of knowledge; - extensive ability to share information locally and globally; - online educational environments.

Participation in BYOD This program is available to all students.

1. Option 1: BYOD Students bring a device that can be used in the classroom to research using the internet; create word processing and presentation documents. These devices are maintained by the student and parents/caregiver with limited assistance with basic problems and connectivity from the school IT technicians. Insurance is recommended. 2. Option 2: Device hire program – UPFRONT PAYMENT REQUIRED Students can hire a laptop for the year. This is the device hire program where the school maintains the device. This program costs $150 for the year. The first accidental warranty claim is $50, the second accidental warranty claim is $100, the third accidental warranty claim is $150. 3. Option 3: Day hire Students can rent a device at no cost from the student technology desk. The device must be collected between 8.00am-8.40am and returned each afternoon by 3pm. If the device is not returned, the student’s school account will be invoiced for $150 take-home laptop payment.

At Beenleigh State High School, communication technologies are used across the junior school to meet the ICT general capabilities of the Australian Curriculum. They are also used to embed Information and Communication Technologies Skills (21st Century Thinking Skills), as outlined by the QCAA into curriculum delivery across the senior school.

Examples in the junior school

Applying social and ethical protocols and practices when using ICT- The school and staff provide instruction to students on how to use ICT in an appropriately social and ethical manner. This includes programs run through the engagement team. The appropriate use of ICT is supported by the School’s Responsible Behaviour Plan. This enables students to recognise digital and personal security along with identifying the impacts of ICT in society

Managing and operating ICT- Students at the school use ICT applications for all of their subjects to respond to assessment tasks and criteria. Within this, students select and use hardware and software to investigate, create and communicate.

Investigating with ICT- All students have access to computers or devices to complete internet research for all of their junior subjects. This enables students to locate, access, select, evaluate and generate data and information.

Creating with ICT- The school provides students access to a range of specialised software, across multiple subjects for students to be able to create with ICT. Some examples are- Adobe Photoshop, Adobe Premiere Pro, MYOB, Autodesk Inventor, Autodesk Revit, Corel Draw, Slic3r, RD works, Celtx and many more. This allows students to generate solutions to challenges and learning area tasks.

Communicating with ICT- All students at the school have access to the Microsoft Office suite for a range of communication software including Word, Publisher and PowerPoint. They also use Microsoft Outlook to communicate, collaborate, share and exchange directly with other students and staff alike.

Examples in the senior school

Operations and concepts- At Beenleigh State High School students use digital technologies to produce and present data and information, research and interrogate information and manipulate data in all senior subjects.

Accessing and analysing information- Senior subject assessment tasks enable students to access, capture and analyse information, including primary and secondary data using ICTs.

Being productive users of technology- All senior subjects at the school allow for students to use digital technologies to analyse trends, patterns or relationships in data and information. This is particularly prevalent in the subjects incorporating ICT, Business, Accounting, Science, Maths, Geography and ITD.

Digital citizenship (being safe, positive and responsible online) - The school runs specific programs through the engagement team about being a safe, positive and responsible user of local and networked computer-based resources. This enables students at our school to be responsible users of ICT resources to both complete assessment tasks and become responsible ICT users in society.


Social climate

Overview

Beenleigh High is a school that cares, and the building of a supportive environment is a key goal. We have a student – centred focus and provide care and support for all students ensuring they are well positioned to achieve the best they can. Positive outcomes for all students are central to our operations. There is a student wellbeing HUB established in the 100 block for students to access throughout the day if they feel the need to access support. An Engagement HOD is employed to guide these services through the Engagement Department. He is assisted by Attendance Officers who track aspects such as attendance, engagement and leadership. Two Youth Support Coordinators are employed to offer extra support & guidance and to establish links with other educational services. The school Chaplain provides pastoral support and runs the school breakfast program. The School Nurse and School Based Police Officer provide proactive community and health related education programs. An external agency, Bridges Reconnect provides a youth worker 3 hours a week working with students and their families. The Engagement Department monitors and provides case management for students who are considered to be ‘at risk’. Year 7-9 students undertake compulsory Physical Education which incorporates Human Relationships and Health Education. We utilise the School Wide Positive Behaviour Support program aimed at having a focus on the positives. Our conversations are couched in the terms of We Care - We are Responsible - We Achieve.

Parent, student and staff satisfaction

Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.

Table 3: Parent opinion survey

Percentage of parents/caregivers who agree# that: 2016 2017 2018

their child is getting a good education at school (S2016) 99% 100% 93%

this is a good school (S2035) 100% 100% 93%

their child likes being at this school* (S2001) 97% 96% 89%

their child feels safe at this school* (S2002) 97% 96% 91%

their child's learning needs are being met at this school* (S2003) 96% 99% 91%

their child is making good progress at this school* (S2004) 96% 98% 96%

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

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

97% 97% 93%

teachers at this school motivate their child to learn* (S2007) 99% 98% 90%

teachers at this school treat students fairly* (S2008) 98% 99% 90%

they can talk to their child's teachers about their concerns* (S2009) 97% 97% 90%

this school works with them to support their child's learning* (S2010) 97% 97% 92%

this school takes parents' opinions seriously* (S2011) 99% 97% 90%

student behaviour is well managed at this school* (S2012) 96% 97% 90%

this school looks for ways to improve* (S2013) 100% 100% 96%

this school is well maintained* (S2014) 98% 97% 93%

* 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.


Table 4: Student opinion survey

Percentage of students who agree# that: 2016 2017 2018

they are getting a good education at school (S2048) 96% 98% 93%

they like being at their school* (S2036) 93% 95% 92%

they feel safe at their school* (S2037) 95% 94% 93%

their teachers motivate them to learn* (S2038) 93% 95% 90%

their teachers expect them to do their best* (S2039) 97% 97% 97%

their teachers provide them with useful feedback about their school work* (S2040)

91% 94% 90%

teachers treat students fairly at their school* (S2041) 87% 90% 84%

they can talk to their teachers about their concerns* (S2042) 78% 87% 79%

their school takes students' opinions seriously* (S2043) 86% 92% 86%

student behaviour is well managed at their school* (S2044) 78% 83% 81%

their school looks for ways to improve* (S2045) 96% 97% 94%

their school is well maintained* (S2046) 92% 96% 88%

their school gives them opportunities to do interesting things* (S2047) 91% 95% 85%




Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2016 2017 2018

they enjoy working at their school (S2069) 96% 97% 99%

they feel that their school is a safe place in which to work (S2070) 97% 97% 99%

they receive useful feedback about their work at their school (S2071) 89% 94% 94%

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

89% 86% 93%

students are encouraged to do their best at their school (S2072) 96% 98% 97%

students are treated fairly at their school (S2073) 95% 95% 97%

student behaviour is well managed at their school (S2074) 92% 92% 95%

staff are well supported at their school (S2075) 94% 93% 99%

their school takes staff opinions seriously (S2076) 91% 93% 99%

their school looks for ways to improve (S2077) 99% 99% 99%

their school is well maintained (S2078) 94% 90% 90%

their school gives them opportunities to do interesting things (S2079) 96% 93% 95%





Parent and community engagement

Beenleigh has strong links with parents and carers through a variety of means including:

Fortnightly newsletters

Text Messaging

Phone contact

Website

2 formal parent/teacher interview evenings per year

Informal parent/teacher interviews as required/requested

Parent tutors and volunteers

Email

Monthly P&C Meetings

Yearly School Opinion Survey

Respectful relationships education programs

The school has developed and implemented programs that focus on appropriate, respectful, equitable and healthy relationships. At Beenleigh SHS students are supported through an extensive range of support programs. An additional .6 Guidance Officer and full-time Health Nurse are funded by the school to support individual students. Students who need assistance to resolve conflict without violence are identified and placed on specific programs. The Rock and Water program was established in 2015 to target support for disengaged boys in years 7-9. For girls, the RESET program was introduced in 2018 to provide support for girls in years 7-9 who are also disengaging from their learning. Furthermore, the school was awarded a 2018 Regional Showcase award for Operation ComMANdo, which provides intensive support for disengaged male students from years 8-10. The curriculum also focuses on personal safety and awareness including responding to abuse and violence and developing student knowledge and skills to be able to resolve conflict without violence and to recognise, react and report when they, or others, are unsafe. This includes Respectful Relationships Program 7-9, SenseAbility Program 7-9, Health – Drug Education 7-9, OPTUS Thumbprint and PCYC Cybersafety 7-9. Further respectful relationships education is delivered through the Positive Behaviour for Learning fortnightly focus.

School disciplinary absences

Table 6: Count of incidents for students recommended for school disciplinary absences at this school

Type of school disciplinary absence

2016 2017 2018

Note:

School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.

Short suspensions – 1 to 10 days 308 267 338

Long suspensions – 11 to 20 days 9 8 11

Exclusions 29 39 26

Cancellations of enrolment 5 1 4

Environmental footprint

Reducing this school’s environmental footprint

Since 2014 Beenleigh SHS reduced its energy costs by close to $100,000 by reducing ‘peak usage’. This was achieved by replacing regular lighting with LEDs, placing timers and restrictors on the air-conditioning and working with both students and staff to ensure lights and devices were not left on in the middle of each day during lunch breaks. The school monitored usage trends throughout each month. Students and staff also took the responsibility of ensuring items were turned off when not used and at the end of each school day. At the High School Campus (excluding Eagleby Learning College) energy usage has dropped from 529,392 in 2013-2014 to 425,403 in 2017-2018. This is a significant drop considering enrolments have increased.


Table 7: Environmental footprint indicators for this school

Utility category 2015–2016 2016–2017 2017–2018

Note:

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

*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.

Electricity (kWh) 698,766 635,842 533,076

Water (kL)

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.

How to access our income details

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘Finances’ and select the appropriate year to view the school financial information.

Note:

If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.




Our staff profile

Workforce composition

Staff composition, including Indigenous staff

Table 8: Workforce composition for this school

Description Teaching staff* Non-teaching staff Indigenous** staff

Headcounts 134 76 7

Full-time equivalents 129 57 <5

*Teaching staff includes School Leaders.

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Qualification of all teachers

Table 9: Teacher qualifications for classroom teachers and school leaders at this school

Highest level of qualification Number of qualifications

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

Doctorate 1

Masters 9

Graduate Diploma etc.* 34

Bachelor degree 59

Diploma

Certificate

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $59,200.

The major professional development initiatives are as follows:

University of Melbourne Network of Schools

ENABLE

New QCE

Positive Behaviour for Learning

The proportion of the teaching staff involved in professional development activities during 2018 was 100%.


Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2016 2017 2018

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

Proportion of staff retained from the previous school year

From the end of the previous school year, 96% of staff were retained by the school for the entire 2018.

Performance of our students

Key student outcomes

Student attendance

The overall student attendance rate in 2018 for all Queensland state Secondary schools was 89%.

Tables 11–12 show attendance rates at this school as percentages.

Table 11: Overall student attendance at this school


Overall attendance rate* for students at this school 89% 88% 86%

Attendance rate for Indigenous** students at this school 86% 87% 83%

* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Table 12: Average student attendance rates for each year level at this school

Year level 2016 2017 2018 Year level 2016 2017 2018

Notes:

1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.

2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

3. DW = Data withheld to ensure confidentiality.

Prep Year 7 90% 89% 89%

Year 1 Year 8 87% 88% 86%

Year 2 Year 9 85% 87% 86%

Year 3 Year 10 89% 88% 85%

Year 4 Year 11 91% 88% 86%

Year 5 Year 12 90% 87% 85%

Year 6


Student attendance distribution

Graph 1: Proportion of students by attendance rate

Description of how this school manages non-attendance

Queensland state schools manage non-attendance in line with the Queensland 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.

The engagement team work with families to bring about outcomes. The school has implemented electronic marking to address issues of fractional truancy and the accuracy of roll marking. HOD junior secondary, HOD senior secondary, HOD engagement, engagement coordinators and attendance officers liaise with parents on issues of attendance that arise from systematic monitoring of student attendance. The school uses a multi-faceted approach to improving attendance. Attendance is recorded in the ID Attend system of student attendance management. Proactive and reactive systems are in place based on DET recommendation of a 5 step approach. Our school-wide values are aligned to the PBL framework and are explicitly modelled and taught in all classes as a weekly focus and daily spotlight, which supports state schools Every Student Succeeding priority.

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

How to access our NAPLAN results

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘NAPLAN’ to access the school NAPLAN information.

Notes:

1. If you are unable to access the internet, please contact the school for a hard copy of the school’s NAPLAN results.

http://ppr.det.qld.gov.au/education/management/Pages/Managing-Student-Absences-and-Enforcing-Enrolment-and-Attendance-at-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx

http://ppr.det.qld.gov.au/education/management/Pages/Roll-Marking-in-State-Schools.aspx




2. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9.

Year 12 Outcomes

Tables 13–15 show for this school:

a summary of Year 12 outcomes

the number of Year 12 students in each OP band

the number of Year 12 students awarded a VET qualification.

Details about the types of outcomes for students who finish Year 12 are available in the annual Year 12 outcomes report.

Additional information about the AQF and the IBD program are available at www.aqf.edu.au and www.ibo.org.

Table 13: Outcomes for our Year 12 cohorts


Number of students who received a Senior Statement 298 311 377

Number of students awarded a QCIA 0 0 4

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12 172 190 243

Percentage of Indigenous students awarded a QCE at the end of Year 12 80% 68% 100%

Number of students who received an OP 42 44 37

Percentage of Indigenous students who received an OP 10% 4% 0%

Number of students awarded one or more VET qualifications (including SAT) 214 240 341

Number of students awarded a VET Certificate II or above 152 164 237

Number of students who were completing/continuing a SAT 57 47 85

Number of students awarded an IBD 0 0 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD 38% 52% 43%

Percentage of Year 12 students who were completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification 85% 94% 99.3%

Percentage of QTAC applicants who received a tertiary offer. 84% 100% 92%

Notes:

• The values above:

− are as at 11 February 2019

− exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

• Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Table 14: Overall Position (OP)

OP band 2016 2017 2018

Note:

The values in table 14:

• are as at 11 February 2019

• exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

1-5 4 2 1

6-10 6 9 6

11-15 6 12 9

16-20 21 16 11

21-25 5 5 10

http://www.nap.edu.au/naplan

https://www.qcaa.qld.edu.au/about/publications/statistics

https://www.qcaa.qld.edu.au/about/publications/statistics

https://www.aqf.edu.au/

https://www.ibo.org/


Table 15: Vocational Education and Training (VET)

VET qualification 2016 2017 2018

Note:

The values in table 15:

• are as at 11 February 2019

• exclude VISA students (students who are not Australian citizens or permanent residents of Australia).

Certificate I 87 147 250

Certificate II 127 134 199

Certificate III or above 54 53 75

In 2018, students were enrolled in numerous Certificate II courses including Hospitality (Front of House), Kitchen Operations (Back of House), Rural Operations, Animal Care, Engineering, Health Support Services, Logistics, and Sport and Recreation as part of the offerings co-ordinated by the school. Students also had the opportunity to complete a Certificate III in Fitness and a Certificate I in Construction.

Apparent retention rate – Year 10 to Year 12

Table 16: Apparent retention rates for Year 10 to Year 12 for this school


Year 12 student enrolment as a percentage of the Year 10 student cohort 125% 117% 140%

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort 88% 100% 145%

Notes:

1. The apparent retention rate for Year 10 to Year 12 = the number of full time students in Year 12 expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Student destinations

The Queensland Department of Education conducts annual surveys that capture information about the journey of early school leavers and Year 12 leavers from school to further study and employment.

Early school leavers

The destinations of young people who left this school in Year 10, 11 or before completing Year 12 are described below.

The pattern of early leavers in 2018 included students moving into alternate programs (ELC, YMCA, Toogoolawa School) to improve their engagement and students moving to employment through transition to work strategies. A range of support staff (BAT, GOs, Engagement HOD, ILO) and Deputies support these students in accessing alternate programs.

Next Step – Post-school destinations

The results of the 2019 Next Step post-school destinations survey, Next Step – Post-School Destinations report (information about students who completed Year 12 in 2018), will be uploaded to this school’s website in September 2019.

To maintain privacy and confidentiality of individuals, schools with fewer than five responses will not have a report available.

This school’s report will be available at

https://beenleighshs.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx

https://qed.qld.gov.au/publications/reports/statistics/schooling/learning-outcomes/next-step

https://beenleighshs.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx