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Gin Gin State High School Queensland State School Reporting 2014 School Annual Report
Postal address 30 High School Road, Gin Gin 4671
Phone (07) 4133 2111
Fax (07) 4133 2100
Email [email protected]
Webpages Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website
Contact person Ms Robin Rayner (Principal)
Principal’s foreword
Introduction
This report outlines the key events in the 2014 school year at Gin Gin SHS, and our initiatives for ensuring student learning outcomes in this rural community are maximized. It describes our social context, curriculum, staff expertise, significant student learning outcomes and future directions. This report is available on the school website and in hard copy at the school.
School progress towards its goals in 2014
The school’s 2014 implementation plan focused on key priorities outlined in the table below. Considerable progress was made towards achieving the goals.
Priority Focus Outcome
SCHOOL AND COMMUNITY PARTNERSHIPS
Parent and Community Engagement Framework
Community business plan created
Create and enrich student learning opportunities beyond the classroom and support education leaders to make classroom learning more meaningful for young people
Engage local Indigenous elders in the delivery of curriculum and student learning
Engage more deeply with parents and the Indigenous community to build confidence in the school
Closing the gap between the attendance and outcomes of Indigenous and non-Indigenous students
Identify and promote mentoring and volunteering opportunities for students and school community groups
Agribusiness Forum for cluster
Framework document to be completed
Gin Gin/NAB First Schools Business Plan established
Implemented initiatives within the NAB/Gin Gin SHS Steering Committee Strategic Plan
Increased nos. of community representatives on steering committee
Increased Indigenous community engagement in cultural and educational delivery
Significant engagement through the Songlines project, and participation at school events
Youth Forum completed and a range of Community interactions maintained and enhanced
SCHOOL CURRICULUM
Continue to review and align Whole School Curriculum, Assessment and Reporting Plan with QCARF and the Australian Curriculum
Implement Getting Ready For Secondary School plan
Ensuring the explicit teaching of numeracy, literacy and science occurs within the C2C units of work
Focus on quality explicit teaching practices for all students
Build quality processes (e.g., SET planning and Q.C.E. tracking) to monitor and support individual students through secondary programs
Implemented within ACARA guidelines
Implemented GRFSS Plan
Literacy and Numeracy Action Plan implemented
Individual Curriculum Plans being developed.
All senior students results are tracked in the senior years
TEACHING PRACTICE
Implementing Art and Science Of Teaching as the Pedagogical Framework which articulates the school’s approach to teaching
Arrange PD in Classroom Profiling, Essential Skills Management, Poverty Framework and Functional Behaviour Analysis
Facilitate the use of data to drive teaching practice, e.g., teachers meet quarterly to discuss achievement data and strategies for continuous improvement of student outcomes
Review / adopt effective Behaviour Management practices and standards, e.g., SWPBS
Utilise POD learning teams in sharing best eLearning practices in conjunction with NSSCF and future BOYD and BOY software programs
Reduce environmental footprint through both whole school and class intervention strategies
Implement Disability Standards for Education
Improve teacher ability to address NAPLAN preparation and student outcomes in NAPLAN
Implementation plan on track
Profiling,ESCM PD completed and ongoing
Teachers use ONESCHOOL dashboard data to collect individual student data re achievement, behaviour.
SWPBS team established with community representation and review of Responsible Behaviour Plan for Students begun.
POD learning teams share eLearning best practice through peer observation and sharing
Utilities costs declining, high standard environment maintained
Training commenced for all staff
NCCD (Nationally Consistent Collection
of Data) completed
Support personnel provided feedback, advice and co-planning to teachers.
Principal and curriculum leaders worked cooperatively with feeder primary schools on a cohesive preparation program to support Year 7 students in 2015.
English and Maths HODs lead preparation and strategies to improve NAPLAN results
PRINCIPAL LEADERSHIP AND SCHOOL CAPABILITY
Instructional leadership development
Use the Developing Performance Framework as a tool to align teacher capability development with school priorities
Provide capability development for school leaders playing a hands-on role in leading instruction, coaching and feedback
Facilitate opportunities for staff to engage in collegial interactions
Embed processes, such as profiling, walkthroughs and observations, which build a learning and feedback culture in the school.
Review and reassign HOD responsibilities based on DETE agendas
DP leadership development through High Impact Instructional Leadership Program
IDPs created and reviewed annually
Each House has a trained ASOT instructor
Every third staff meeting devoted to ASOT curriculum discussions
All teachers profiled once per semester and one observation per design question
HOD designated responsibilities realigned with school priorities
Both DPs participated in all days of program and implement skills learnt in school leadership, and won state wide recognition for program
Both DPs participated in all days of the HIIL (High Impact Instructional Leadership) program
Future outlook
The key priorities for 2015 include:
Literacy and Numeracy improvement
QCE completion
VET completion
Improved attendance
Health and Wellbeing, including SWPBS
Teaching Quality
Leadership development
Our school at a glance
School Profile
Coeducational or single sex: Coeducational
Year levels offered in 2014: Year 7 - Year 12
Total student enrolments for this school:
Total Girls Boys
Enrolment Continuity
(Feb – Nov)
2012 432 211 221 89%
2013 429 215 214 91%
2014 379 183 196 91%
Student counts are based on the Census (August) enrolment collection.
Characteristics of the student body:
Gin Gin State High School is a rural school in an area of significant social disadvantage, unemployment and lack of large industry. Bundaberg, the nearest large centre is accessible, and students access training, sport and extra curricula opportunities within the region. Students at our school demonstrate strong leadership and are involved in community and achieve sporting and academic excellence. Compliance with the school’s Responsible Behaviour Plan for Students is high and students participate in a wide range of extra curricula activities. A wide range of cultural backgrounds is represented, including students for whom English is a second language, and less than 10 % of students identified as Indigenous in 2014. Many students access the school buses and students are strongly supported by services such as Chaplaincy, School Based Youth Health Nurse and Youth Support Coordinator, as well as Guidance and Care group structures. Students regularly attain OP 1 and the percentage of students with OP 1-5 results emphasises the quality of student leadership and staff support for academic attainment.
Average class sizes
Phase
Average Class Size
2012 2013 2014
Prep – Year 3
Year 4 – Year 7 Primary
Year 7 Secondary – Year 10 21 21 21
Year 11 – Year 12 17 16 15
School Disciplinary Absences
# 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.
Disciplinary Absences
Count of Incidents
2012 2013 2014*
Short Suspensions - 1 to 5 days 105 68 41
Long Suspensions - 6 to 20 days 6 16 1
Exclusions# 0 1 0
Cancellations of Enrolment 3 2 1
Curriculum offerings
Our distinctive curriculum offerings
In 2014 Gin Gin State High School Offered the following Stand Alone Vocational Education certificates:
Certificate I
Information Technology /digital media
Business
Construction (Some students also completed “Doorways to Construction”)
Certificate II
Hospitality
Visual Arts
Manufacturing Technology
Information, Digital Media and Technology
Engineering Pathways
Agriculture
TAFE Links Program
Retail
Hospitality Operations
Make Up Services
Tourism
Children Services
Hairdressing
Automotive
Sport and Fitness
Australian Agricultural College
Certificate II Agriculture
The following subjects were studied through the Brisbane School of Distance Education in 2014:
Mathematics C
Accounting
Graphics
Information Processing and Technology.
The school continues to provide specific literacy and numeracy development in the junior school.
The Gin Gin Alternate Program (GGAP) was offered to students in years 9 to 10 and provided an alternative course of study for students who were disengaged from traditional styles of learning. Students in GGAP complete the following subjects: – English, Mathematics, Health and Physical Education, Life Skills, Agricultural Science, Junior Engineering and Junior Construction.
School Based Apprenticeships and Traineeships continue to grow with strong local industry support.
School Instrumental Music
Work Experience is provided annually for all Year 10 students.
Extra curricula activities
84 high school students continued the school tradition of annual musicals. The show performed in 2014 was “2061 - A
Space Idiocy”. Again strong community support was involved both in preparation for the show and sharing in the fun of
the performances.
All Year 12 students participated in ‘Preparation for Schoolies Week’ safety talks.
All Year 11 students completed an introductory driver education program and a First Aide Program.
36 students attended the Roadcraft Education Program in years 11 and 12.
The student council facilitated 3 socials and 4 free dress days for charity.
Students represented the school in Anzac Day ceremonies - approx. 100 students represented the school or local
community groups.
Students participated in 16 teams over summer and winter sports (approx. 200 students) within the Bundaberg district
sports competition.
Year 12 students participated in Relay for Life 2014, raising funds for Cancer Research. They were divided into two
teams, and competed with great camaraderie, supporting each other throughout the relay, despite the inclement
weather.
Our school participated in the 2014 Maryborough Technology Challenge held on the weekend 14th and 15th
September. We had 75 students, 7 teachers, 2 chaplains, 1 groundsman, 2 former students and 8 parents who gave
up their precious time to participate in the 24 hour Human Powered Vehicle race. Students, staff and parents designed
and constructed a number of “new” vehicles which raced for the first time in 2014 (thanks to the assistance from the
P&C, Gin Gin Community Branch – Bendigo Bank and Chaplaincy Committee). Vehicle maintenance costs, camping
fees, food and transport are all costly, and as such, students fundraised to assist in reducing the cost to students and
their families. BBQ’s were held at both the swimming and athletics carnivals and were well patronised. All participants
represented their school, community and family to the highest level. The students travelled a combined distance from
Gin Gin to Cairns in 24 hours - a tremendous effort. Our year 11 mixed team came fourth in their category and the
junior girls’ team came sixth and recorded the quickest lap in their category. Planning for 2015 has already started with
teams starting to fundraise and seek donations.
Students competed in a wide range of academic and public speaking competitions including Australian Maths, English
and Computer competitions, Maths Team Challenge, Science ICAS competition (along with Maths, English and
Computing), the QAMT Year 8 Maths competition, the Science and Engineering Challenge, Quota Student of the Year
Quest, RACQ Maryborough Technology Challenge and the English Teachers' Association of Queensland/James Cook
University Short Story Competition.
Senior student leaders also participated in the highly successful Run to the Roar leadership camp at the beginning of
2014.
Whole school incentive days were well attended with increasing numbers of students being eligible.
An inaugural Agribusiness Youth Forum with support from industry partners was held.
Docudrama was an important program for Year 11 and 12 students.
Year 10 Drama students performed children’s picture books for Prep students at Gin Gin SS and their performances
were very well received.
Students participated successfully in a range of competitions at the Gin Gin show as well as assisting with organisation
and set up.
How Information and Communication Technologies are used to assist learning
Teachers use their laptops to prepare lessons and learning materials, collate and analyse data and perform administrative tasks.
They deliver content through multimedia projectors and audio systems (present in every teaching space), document cameras,
interactive whiteboards, iPads and various peripheral devices.
School administrative staff use ICTs to access departmental programs and review and analyse school data, as well as
communicate school policies and procedures to the wider school community. One School, One Portal, ID Attend and other
departmental websites are regularly used for planning and review purposes. The school newsletter is published through
Schoolzine and parents also have access to the QSchools App.
Students engage in learning experiences on desktop computers located in specialist labs and in various classrooms, via iPads
and through participation in our 1:1 take home or day loan laptop and tablet program. Students have access to dedicated copiers
and printers to generate paper based documents or digitise their work and learning materials. Some students bring in their own
device/s from home and utilise these in the learning process.
Online delivery platforms such as the Learning Place, BlackBoard, EdStudio and Collaborate help students and teachers to share
resources, collaborate on projects, self and peer assess work, and access quality digital learning objects and multimodal
resources.
Specialist hardware and software and expertise allow students to undertake study in Computer Aided Design, Graphic Art and
Robotics. Students in Science access a variety of devices which interface with computers to record and monitor data, and
conduct experiments. Students in Mathematics develop dynamic models using equations, and investigate changing parameters to
observe their effects.
Students with Disabilities are supported with assistive technologies through 20 iPads, using a range of apps to engage students in
learning and prepare them for life beyond school, socially, academically and work related. In 2015 this support will also include
multi-touch LED panels in each classroom in the Special Education Unit.
An after school IT club meets once a week and is well attended, with students pursuing a number of areas of personal interest,
including robotics, coding and specialist Microsoft training.
The school actively seeks out opportunities to support students in developing awareness of potential threats and dangers online,
becoming cybersafe and constructive in their online contributions.
Digital Technologies is being introduced to our Year 7 students, giving us the opportunity to introduce elements of the coming
National Curriculum strand with the goal of extending this field of study into all year levels, as mandated and as student interest
allows. Pathways include robotics, business technology, informatics, systems development, software and app creation and
possible formal accreditation on industry standard packages from Microsoft, Adobe and Autodesk to name a few.
Planning and consultation is well underway to meet the challenge of the future after support for the 1:1 program has ceased, with
it being likely that parents will be offered the opportunity to purchase and supply their own device for students to bring to school.
This will signify another major shift in dynamics in the way we operate with ICTs, with challenges and opportunities for teachers,
students and parents.
Social Climate
Our House Structure:
The school has 3 houses that frame our supportive school environment, care structure, sport, extra-curricular activities and
incentive schemes. They are:
BARANGA – Blue
CORANG – Green
MANUMBAR – Red
Each student at Gin Gin State High School is placed in one of 30 care groups from three houses – Baranga, Corang, Manumbar.
These comprise approximately 14-15 students. All members of the family are placed in the same care group. The care group
meets at least three days a week in the morning for 15 minutes.
Each house has a House Coordinator, who is responsible for house spirit and team participation. Within each house there are 3
POD Coordinators who are responsible for student management and student support within their POD of care groups.
The purpose of Care Group is to:
Foster a belonging for each student within a team environment.
Promote house pride and school spirit.
Ensure accountability of school policies and procedures.
Facilitate communication between school, students and carers.
Educate and promote positive behaviours and values through School Wide Positive Behaviour Support Programs and
activities.
Provide Student Support and Welfare Services.
We are concerned with advocating positive student attitudes and action through the implementation of:
Responsible Behaviour Plan for Students.
Drug Education Policies.
Respectful Relationships Policy.
A safe physical environment.
Sun-safe strategies.
‘Smart Choices’, tuckshop policy.
Smart moves physical activity.
School Wide Positive Behaviour Support Program.
Anti-bullying campaigns.
‘Matthew Stanley Day’.
‘Walk Away Chill Out” campaign.
‘World Anti Bullying Day- Say No To Bullying’.
Drama performances around passive bullying.
Motivational Media presentations aligned to anti-bullying.
Curriculum units such as “Erasing Bullying” and “xstacy – drug education”.
Cyber Safety education through Police Intervention Programs ‘Taskforce Argos’.
‘No Limits’ Programs focusing on Boys Leadership and Disengaged Students Program’.
To support the welfare and development of students our school has the following support personnel and programs available:
Guidance Officer
Guidance Officer Intensive Behaviour
School Base Youth Health Nurse
School Chaplain
Support Teacher Literacy and Numeracy
Students with Disability Special Education Program staff
Youth Support Coordinator
Gin Gin SHS has implemented the School Wide Positive Behaviour Support Program. (SWPBS)
The focus of SWPBS is to:
Implement the rules established for Gin Gin SHS which include:
Respect Self
Respect Others
Respect Environment
Teach explicitly expected whole school student behaviour, in and out of the classroom.
Review data to drive decisions around behaviour management and identify areas of concern.
Provide a forum where student encouragement and support strategies can be developed.
Teach appropriate behaviour
Reward positive student behaviour
House Coordinators and care group Coaches monitor attendance within their house and care group and encourage student
attendance.
Parent satisfaction with their child’s safety at the school was very high with 100% agreeing that their child feels safe at the school.
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) 91% 93% 93%
this is a good school (S2035) 95% 93% 95%
their child likes being at this school* (S2001) 91% 93% 98%
their child feels safe at this school* (S2002) 100% 100% 100%
their child's learning needs are being met at this school* (S2003) 86% 93% 95%
their child is making good progress at this school* (S2004) 96% 82% 95%
teachers at this school expect their child to do his or her best* (S2005) 100% 89% 98%
teachers at this school provide their child with useful feedback about his or her school work* (S2006)
96% 79% 91%
teachers at this school motivate their child to learn* (S2007) 91% 79% 90%
teachers at this school treat students fairly* (S2008) 87% 89% 90%
they can talk to their child's teachers about their concerns* (S2009) 100% 96% 93%
this school works with them to support their child's learning* (S2010) 100% 96% 95%
this school takes parents' opinions seriously* (S2011) 91% 88% 82%
student behaviour is well managed at this school* (S2012) 96% 85% 93%
this school looks for ways to improve* (S2013) 100% 96% 90%
this school is well maintained* (S2014) 100% 100% 100%
Performance measure
Percentage of students who agree# that: 2012 2013 2014
they are getting a good education at school (S2048) 89% 93% 87%
they like being at their school* (S2036) 76% 86% 81%
they feel safe at their school* (S2037) 90% 93% 87%
their teachers motivate them to learn* (S2038) 82% 83% 85%
their teachers expect them to do their best* (S2039) 95% 95% 94%
their teachers provide them with useful feedback about their school work* (S2040) 81% 86% 80%
teachers treat students fairly at their school* (S2041) 74% 76% 71%
they can talk to their teachers about their concerns* (S2042) 69% 71% 71%
their school takes students' opinions seriously* (S2043) 74% 78% 72%
student behaviour is well managed at their school* (S2044) 72% 76% 63%
their school looks for ways to improve* (S2045) 87% 97% 91%
their school is well maintained* (S2046) 92% 97% 90%
their school gives them opportunities to do interesting things* (S2047) 79% 92% 80%
Performance measure
Percentage of school staff who agree# that: 2012 2013 2014
they enjoy working at their school (S2069) 97% 98%
they feel that their school is a safe place in which to work (S2070) 97% 100%
they receive useful feedback about their work at their school (S2071) 88% 82%
students are encouraged to do their best at their school (S2072) 95% 98%
students are treated fairly at their school (S2073) 95% 89%
student behaviour is well managed at their school (S2074) 97% 89%
staff are well supported at their school (S2075) 93% 87%
their school takes staff opinions seriously (S2076) 85% 68%
their school looks for ways to improve (S2077) 95% 84%
their school is well maintained (S2078) 98% 100%
their school gives them opportunities to do interesting things (S2079) 93% 87%
* 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
Parents are encouraged to become involved in their child’s education through:
Year 6/7 to Secondary Transition Days and ongoing transition with primary school.
Meet the Teacher Night.
Parent / Teacher interviews in Semester 1 & 2.
Year 10 – 11 Subject Selection Evening.
Queensland Certificate of Education (QCE) Parent evenings.
Four Term reports issued per year.
A communication section in the junior diary.
An extensive S.E.T. planning process in the senior school involving consultation with parents regarding senior subject
selection and QCE tracking.
Meeting parents of students in alternative programs to discuss future pathway options.
Tuckshop volunteering
P&C meetings
Volunteering at school events/activities
Construction of Lighthouse Songlines project Yarnin’ Place
Reducing the school’s environmental footprint
Data is sourced from school's annual utilities return and is reliant on the accuracy of these returns. Staff and students are aware
of and encouraged to reduce the school’s environmental footprint. In 2014 a strategic facilities plan to ensure environmental
sustainability and safety was developed. The school also has a recycling process.
Environmental footprint indicators
Years Electricity
kWh Water kL
2011-2012 173,903 1,743
2012-2013 169,715 1,989
2013-2014 179,572 2,733
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
The staff figures below are based on Equal Employment Opportunity (EEO) 2014 census. In accordance with the EEO privacy
provisions and to ensure confidentiality, the ‘less than 5’ rule has been applied in schools whose Indigenous staff numbers are
less than five.
2014 Workforce Composition Teaching Staff* Non-teaching
Staff Indigenous Staff
Headcounts 38 23 1
Full-time equivalents 35 15 0
Qualification of all teachers
Highest level of
attainment
Number of
Teaching Staff *
Certificate 0
Diploma 0
Advanced Diploma 0
Bachelor Degree 34
Graduate Diploma etc.** 1
Masters 3
Doctorate 0
Total 38
0 0 0
34
13
00
5
10
15
20
25
30
35
40
*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 was $24,971.32.
The major professional development initiatives were as follows:
Art and Science of Teaching (ASOT) training
Vocational Education and Training (VET) – Vocational Education qualifications and training
Higher Order Thinking for student learning
Agribusiness
Information Technology – Social Media, Microsoft IT Academy and iPad management
Leadership and networking meetings and conferences
Classroom profiling
High Reliability Schools
Junior Secondary
Within the school all staff were led in professional development in the main areas of the Art and Science of Teaching
implementation, School Wide Positive Behaviour Support, Feedback Culture and Information Technology strategies for learning.
Staff also participated in a range of faculty or position specific training opportunities and mandatory training.
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. 97% 96% 96%
Proportion of staff retained from the previous school year
From the end of the previous school year, 100% 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). 90% 89% 89%
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 93% 90% 89% 88% 90%
2013 93% 90% 89% 84% 89%
2014 91% 90% 91% 85% 90%
DW = Data withheld to ensure confidentiality.
Student attendance distribution
The proportions of students by attendance range.
*The method for calculating attendance changed in 2013 – care should be taken when comparing data after 2012 to that of
previous years.
20
23
25
14
12
14
27
22
24
39
43
37
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%
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.
All students are expected to attend all timetabled classes each day. Explanations are required for all absences. Parents should
provide these unless the student is 18 and/or living independently. Notes showing the student’s name and care group and the
date of and the reason for absence should be given to the Care Group Coach in Care Group. In the case of phone calls, details
are entered on a slip, which then becomes an absentee note.
I.D Attend allows SMS notification to parents/guardians on a daily basis for non-attendance. I.D. Attend shows whether or not
notes have been received. Notes are filed for future reference.
If a student arrives after care group at 8.55 am but before 9.30 am they are recorded as Late- no penalty as long as they comply
with appropriate procedures of signing in.
To be credited with a half day morning attendance a student must have a minimum attendance from 9.30 am to 11.20 am. If a
student does not satisfy these criteria they will be recorded as absent (AM). To be credited with a half day afternoon attendance a
student must have a minimum attendance from 12 noon to 2.30 pm. If a student does not satisfy this criteria this will be recorded
as absent (PM)
If a student departs after 2.30 pm and before the end of the school day, they will be recorded as Early (NP) - no penalty provided
they comply with procedures re: signing out.
Absences are monitored on a fortnightly basis. Any student with 3 or more unexplained absences will have a letter sent home
requesting an explanation for absences. These letters are generated by the office and are signed by the Deputy Principal.
On a fortnightly basis all absences, explained and unexplained are analysed. Those students who are in attendance for less than
80% are contacted by the POD Coordinators to offer support to parents in improving attendance.
Attendance at school is explicitly linked to student performance and student satisfaction. At Gin Gin SHS we implement the
following strategies to improve attendance:
An attendance clerk position who regularly monitors student attendance and liaises with parents to achieve the best
possible attendance.
As part of the Care Group incentive scheme, students can achieve points for having few absences and explaining all
absences.
Creation of the 100% club which recognises students who have attended 100% of the term.
POD Coordinators and Care Group Coaches monitor attendance within their house and care group and encourage
student attendance.
For students at risk in the compulsory participation phase the school works cooperatively with the family and other agencies to
plan viable career options and support. The Guidance Officer and Youth Support Coordinator support students at risk.
If absenteeism continues with no response to the range of support processes the school complies with the DET policy and sends
form letters, including notice of cancellation if applicable.
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.
Achievement – Closing the Gap
There were a total of 23 Indigenous students enrolled in Gin Gin State High School in 2014.
Student retention rate year 10-12 was high with an average attendance over 80%.
Retention of students was very high with only one Year 11 student leaving for work. Six students graduated at the end of Year
12 and nine students transferred to other schools throughout the year.
A gap remains between Indigenous and non- Indigenous outcomes, except in Numeracy Year 9 NAPLAN results.
Outcomes for our Year 12 cohorts 2012 2013 2014
Number of students receiving a Senior Statement 73 70 56
Number of students awarded a Queensland Certificate of Individual Achievement. 1 0 0
Number of students receiving an Overall Position (OP) 29 28 25
Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT).
9 10 5
Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT).
65 68 45
Number of students awarded an Australian Qualification Framework Certificate II or above.
40 54 37
Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.
51 62 49
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. 83% 89% 92%
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.
96% 97% 95%
Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer.
100% 92% 100%
As at 19 February 2015. The above values exclude VISA students.
As at 19 February 2015. The above values exclude VISA students.
Apparent retention rates Year 10 to Year 12 2012 2013 2014
Year 12 student enrolment as a percentage of the Year 10 student cohort. 70% 74% 59%
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 8 7 5 0
2013 8 11 6 2 1
2014 4 9 10 2 0
As at 19 February 2015. The above values exclude VISA students.
Students participated in the following Certificate 1 courses:
Information Technology /digital media
Business
Construction (Some students also completed “Doorways to Construction”)
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.
All students are encouraged to stay at school to the end of year 12. However, some students elect to leave early and in 2014,
60 students transferred to another school, 2 enrolled in Distance Education, 7 entered the workforce, 1 enrolled in TAFE and 3
students were made inactive. 3 students enrolled in the Burnett Youth Learning Centre and 2 engaged in Home Schooling. 1
student had his enrolment cancelled and 6 left with their destinations unknown. The school diligently follows up to ensure
students are engaged in learning or are in the workforce however some students are reported due to a total inability to establish
their situation.
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 56 39 9
2013 60 54 7
2014 32 37 3