2016 annual report 16.6 - kingston state college€¦ · 2016 annual report queensland state ......
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Kingston State College
2016 ANNUAL REPORT
Queensland State School Reporting
Inspiring minds. Creating opportunities. Shaping Qu eensland’s future. Every student succeeding. State Schools Strategy 2016-2020
Department of Education and Training
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Contact Information
Postal address: PO Box 100 Woodridge 4114
Phone: (07) 3826 1333
Fax: (07) 3208 8803
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: Francine Barker
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School Overview
Kingston State College encompasses two dynamic campuses: a 7-12 State High School with 800
students and the Kingston Learning College with 350 students completing 1-3 subjects and
Vocational Educational Training transitioning from Years 9-12 and onto further pathways. The
College is located centrally in the suburb of Kingston in Logan City and features a natural woodland
environment. As we commence the last year of our four year strategic plan we will again continue to
focus on our core priorities of learning engagement, literacy and numeracy with a particular focus on
reading, improvement in the U2 Bands, core learning results and Year 12 exit comes. The College’s
key to raising this bar and maintaining these high expectations is commitment to improvement in
reading and numeracy. This has been supported by excellent teaching and learning practice aligned
to our pedagogical framework, the Art and Science of Teaching (ASOT) and the implementation of
our reading program Tactical Teaching of Reading.
2016-2017 has continued to be an exciting and innovative time for Kingston State College with our
involvement in the Independent Public Schools’ alliance of 250 State Schools across our state. Our
first School Council meeting was held on 16 March, guiding the Strategic direction of our College
towards innovation and best practice.
2017 is a further milestone for the College as we celebrate 40 years since the official opening,
providing an excellent standard of Senior Schooling across two dynamic campuses.
We have had an exceptional commencement to the 2017 school year with our Year 12 results –
100% attained a QCE, all students achieved between 1 and 4 Vocational Education Certificates and
100% gained a first round offer to University of TAFE.
Our reengagement campus, Kingston Learning College is gaining a strong reputation as a School of
Excellence using a successful model of enrolment four times a year, with a wider variety of courses,
curriculum and Vocational Education.
Our story will continue to be one dedicated to enhancing student learning and opportunities across
Academic Performance, the Arts and Sporting programs. We are very proud of our College’s success
as we target programs so that all students can reach and once again surpass their potential.
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Principal’s Forward
Introduction
College Vision – “Nothing Left To Chance”
Kingston State College staff invest time in determining how each
student learns. Staff analyse student data to determine the most
effective way to teach each student to ensure they have the best
chance of success. With the support of the extended community,
skilled and passionate staff assist students to navigate the
challenging and wide ranging curriculum. A strong focus on literacy
and numeracy results in the best learning, led by the best teaching.
“Nothing Left To Chance” creates one school voice focusing on
continuous improvement.
College Motto
Our College’s motto is `Progress with Pride’...that all members of the
Kingston State College community will Progress with Pride towards
their personal best through wide ranging opportunities, flexible
pathways, lifelong learning, respect and valuing of individuals.
College Values
Kingston State College is a multi-pathway campus that seeks to ensure that
all students have the opportunity to reach their life potential. The College
community is committed to the core values of Commitment, Cooperation,
Courtesy and Common Sense.
Celebrating 40 years since the official opening of Kingston State College in 1978, we are provided
with an opportunity to be thankful for our longstanding reputation as one with high expectations
and a focus on academic achievement. The College community is very proud of its long history of
achievements gained by our students and we continue to promote the ideal of ‘embracing change’
while honouring tradition. We have promoted and sustained a school culture based on traditional
values of pride, respect, responsibility and a strong work ethic. Our expectations are high and we
continue to ‘raise the bar’ in spite of the complex challenges we face locally.
Our shared vision is supported by the extensive engagement of our community partners, our staff
and is clearly directed by the College’s Quadrennial School Plan 2014 - 2017.
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School progress towards its goals in 2016
Key Goals and Outcomes achieved in the Annual Implementation Plan 2016 were fully aligned with
the goals of the Quadrennial School Review commenced in January 2014.
Improvement Agenda
• Literacy/Numeracy targeted improvement and explicit strategies using data to inform practice
across the curriculum. Literacy/Reading is “Everybody’s Business”.
• A focus on the core business of teaching and learning – a differentiated and personal approach,
aligning our pedagogical practice of ASOT within the College and using data to inform planning,
practice and programs.
• Improving participation – continue to focus on rigorous processes to increase student
attendance, retention and engagement. Overall attendance must exceed 92%.
• Closing the gap – continued to implement strategies to support our Indigenous students by
investing in the Link Indigenous Centre at Kingston State College with quality indigenous staff
to monitor student outcomes both school and systems based. Attendance gap must be closed.
• Senior Phase Outcomes – continued to maximise credentials and pathways aligned to
Queensland systemic targets and National Curriculum and Vocational requirements in both
campuses. Targeting improvement in OP1-15 band – 80% and increasing post school leavers
on viable pathways must continue to be our major priorities.
Priority Areas of Development
• Improve capacity to monitor student progress across the College by providing frequent
regular accountable feedback to ensure improved performance and improved outcomes.
• To prioritise building capacity with our staff body through reflective practice. Classroom
observations/coaching and regular accountable feedback must be part of everyday practice
at Kingston State College.
• Family and community engagement – we further developed our links and communication
processes with parents/carers and community partners to fully implement our Junior
Secondary model.
2016 Success:
Both the high school and the Kingston Learning College are to be congratulated once again on the
very significant contributions they have made to the education of Logan students and adults during
2016 and once again for the continued improvement in results in both the vocational sector and the
Queensland Certificate of Education. We were able to maintain our successful completion rate for
the QCE, QTAC entry, and completion of Vocational Education Certificates at 100%, meeting our
expected targets.
While this report will highlight the improvement in the results for our 7-12 campus, the column data
does not reflect the outstanding results of students in the Kingston Learning College, where over a
wide variety of curriculum offerings students achieved a 98% success rate for 2016.
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Kingston State College graduates continue to be successful in their transition from school to
employment, traineeships, apprenticeships and further education and training. We were indeed
proud that once again, 100% of our students who applied for University or TAFE entry were
successful.
Our academic and vocational curriculum is complemented by cultural, pastoral care, social and
sporting programs. Kingston State College through its varied curriculum options and flexible
timetabling provides the tuition, training and work experience to maximise students’ individual
talents and abilities. Career education is a key focus, with all students working with staff developing
and revising individual Senior Education Training Plans mapping their future goals and more
importantly ways to achieve them.
In 2016 the College was able to provide further support for students who had graduated to assist
them to pursue further training options.
Independent Public School
This commenced in 2016 where the College become part of a network of 180 schools across the
State now extended to 250 schools.
Becoming part of this group of schools has allowed greater flexibility to enable innovation that
improves performance through:
• Managing our planning and review processes
• Determining staffing options
• Determining the departmental policies and procedures that best suit our individual
community.
Even though we are an Independent Public School we still remain part of the strong state school
system, which means we need to operate within the system enacting the same core values, beliefs
and priorities.
Term 1 2017, saw the commencement of a School Council made up of community representatives,
staff and student leaders. The school Council monitors the school’s strategic direction, approves and
monitors plans, policies and other strategic school documents including the Annual Improvement
Plan and advises the Principal about strategic matters.
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Targeted Literacy and Numeracy Improvement
2016 saw the continuation of specialised funding for Literacy and Numeracy now under ‘Investing
For Schools’.
All Year 7, 8 and 9 students continued to be tested by ‘PATR’ with Year 7, 8 and 9 English teachers
collaboratively meeting three times yearly to discuss results. Student PATR results are monitored on
a Data wall, updated three times a year. Student’s numeracy results are tested twice per year using
PAT M and are similarly displayed on a data wall. In 2016 the College fully implemented a whole
school numeracy strategy, ‘FRAMES’ rolled out by the Lead Numeracy teacher and delivered across
the curriculum. The College also implemented and refined our current whole school literacy program
focusing upon the high yield strategies STRIVE, QAR, Summarising and Journaling and Demand
Writing across all Key Learning Areas and introduced Tactical Teaching of Reading (TTR) across the
whole school. We currently have 100% of staff trained in TTR.
Tactical Teaching of Reading
Kingston State College uses Tactical Teaching Reading (TTR) as the whole school reading program.
TTR focuses on building the capacity of teachers to make professional judgements about what
teaching and learning activities increase understanding in the learning areas and also support the
ongoing development of literacy and learning behaviours that underpin self-motivated, independent
learners (Tactical Steps Education 2013). The three trained TTR facilitators on staff provide the
professional development required to meet the target of having 100% of teachers trained in the
program. Ongoing support is provided through targeted facilitator support across learning areas and
additional workshops for teachers. TTR activities are embedded in junior secondary curriculum
planning documents. To complement TTR, teachers from across faculty areas are also trained in
Tactical Steps Writing which has the same underlying principles.
Turbo
Day
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2016 Year 7 and 9 NAPLAN results, student above National Minimum Standards -
Year 7 Year 9
Reading 87.6% 81.4%
Numeracy 95.4% 88.2%
The Art and Science of Teaching
In 2016 the College adopted ‘The Art and Science of Teaching’ (ASOT) as our pedagogical framework
and is in the process of rolling out the alignment of this framework with the schools vision and
learning framework ‘Nothing Left To Chance’. It is our clear expectation that all teaching staff will
have a clear understanding of this dynamic teaching and learning approach so as to lift whole school
student outcomes and performance. ASOT clearly focuses on teaching quality and a common
language and set of standards and skills which will improve the performance of all teachers and the
learning outcomes of our students.
Professional Development with ASOT 2016-2017
• From the beginning of 2016 the College’s observation and feedback schedule sustained
through ‘walkthroughs’ and formal observations has provided an opportunity for all leaders
and middle leaders to observe alignment to the strategies and protocols of the Ten Design
Questions.
• The Master Teacher attended QCAA PD focused on Classroom Engagement Strategies,
Feedback and Differentiation aligned to Design Questions 1, 2, 5, 8 & 9.
• All staff were then in serviced by Shannyn Steel from QCAA and the Master Teacher across
two twilight PD sessions and further development of success criteria was delivered by the
Master Teacher at staff meetings and workshops.
• Fortnightly Focus emails delivered by the Master Teacher continue to deepen the focus on
Design Questions 1, 2, 3, 5 & 6.
• George Telford from Challenging Learning delivered PD focused on Growth Mindsets in
relation to ASOT to the whole staff at a twilight session. The leaders and middle leaders then
had a half-day masterclass focusing on developing a Growth Mindsets across the key
curriculum areas. This will be followed by PD on Feedback and linked to the Ten Design
Questions.
• A working party was formed in Term 2, 2017 with a focus on developing an ASOT action plan
to be implemented from term 3, 2017. The working party will be attending The New Art and
Science of Teaching PD in terms 2 and 3 with Janelle Wills to refocus ASOT at the College.
STEM 2017:
• STEM co-ordinator: Kym Penman (sem 1), Carlos Lopez (sem 2)
• STEM horizons
o application for both yr 7 and 9 (7 successful)
o 4 days (Elissa Camm, Tylah Miuia, Hayley Webb, Anthony Coleman)
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� The Water We Drink: Wednesday 15 March at Newmarket State School
(Newmarket)
� Energy at the Bottom of the Bay: Thursday 16 March at the Manly Boat
Harbour (Manly)
� Freshwater CSI: Monday 5 June at the Griffith University EcoCentre (Nathan
Campus)
� The Building Blocks of Life: Naked: Tuesday 6 June at the Princess Alexandra
Hospital (Woolloongabba)
• World of Science Festival
o 6 events over the 2 days (60 students)
� Apprentice: Museum Curator
� Green Heart Challenge
� Pioneers of Science
� ANSTO Fact or Fiction
� Apprentice: microbiologist
� Apprentice: Robotics
o 2 selected to ask Dr Ian Frazer questions (Pioneers of Science)
• Full Steam Ahead Program (supervised by Vikki Kelly)
• Professional Development
o I2S2 – 2 days face to face session with follow up 4 hours online (all science staff, plus
additional for yr 7 teachers)
o Spaghetti building competition
• Wonder of Science Competition
o Students are conducting an investigation and preparing presentation
o Year 7 A and G, 8A, 9A
• Griffith University Engineering Challenge year 9 and 10 (32 students)
Semester 2:
• IMPACT – science (supervised by Fran Fordham)
• Finals for Wonder of Science
• RACI crystal growing competition (7B and 7D)
• Spaghetti building competition
• Applications for
o Engaging in Science Grant (previous application denied)
o STEM girl power camp
o QUT vice-chancellors STEM camp
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College Partnerships
Throughout 2016 the College’s continued goal to further drive public optimism and future high
expectations continued to be greatly assisted by university, government, business and school
partners working collaboratively.
With changed agendas for 2016, thirteen schools involved in the ENABLE coalition have continued to
provide a collegial base of Principal support and DP, HOD and Staff networks to deliver the strategic
targets of improvement required by State and National goals.
The Australian Business Community Network continued to involve our Year 9 students in the RISE
Literacy program and the GOALS program, Aspirations for Year 11s and FOCUS for student leaders
expanding the already strong mentoring and financial support to the College over the past five years.
The College has forged stronger partnerships with feeder schools; Crestmead SS, Kingston SS and
Burrowes SS in Teaching and Learning in Science. This has further expanded with Crestmead across
the Performing Arts and Principal Leadership in an IPS school.
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Annual Implementation Plan 2016
Targeted improvement in U2B Reading and Numeracy in Years 7 and 9 using explicit
high yield strategies. “Reading/Numeracy is Everybo dy’s Business”
• Redevelop a sustained focus on student improvement in U2B in Reading.
Targets > 10% 7/9 in U2B, > 85% 7/9 above NMS
• To refocus Numeracy short term and ongoing strategies for U2B improvement.
Targets > 10% 7/9 U2B, >85% 7/9 above NMS
• Develop a whole school approach to teaching Reading to support improvement in Literacy
levels across all learning areas.
Targets > 100% Teacher Trained, 100% Science/English/History Implementation
Senior Phase Outcomes – Continue to maximise creden tials and pathways in both
campuses aligned to Queensland Systemic Targets and VET requirements.
• Improve OP1-15 Outcomes.
Targets > 80% OP1-15
• To ensure that all students exit with QCE/QCIA.
Targets 100% QCE/QCIA, 100% VET, at least one certificate
• To increase numbers of past school leavers achieving successful options.
Targets > 80% on viable pathways
Reinvigorate rigorous processes to increase student attendance, retention, and
positive engagement to improve all student results Years 7-12 and in KLC
• To increase attendance average to 92% - 90% attendance mean
• To reduce short term SDAs and Behaviour referrals to improve academic outcomes.
Targets 15% Reduction in Short term SDAs – Achieved.
• Teachers employing high quality evidenced based teaching practices focused on success for
every student.
Targets 100% of Teachers using ASOT, 100% of Teachers in Observation Process, 100%
Teachers/Students, 100% Staff, engaging into high quality learning
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Future Outlook
Annual Implementation Plan 2017
Targeted improvement in U2B Reading and Numeracy in Years 7 and 9 using explicit
high yield strategies. “Reading/Numeracy is Everybo dy’s Business”
• Redevelop a sustained focus on student improvement in U2B in Reading.
Targets > 10% 7/9 in U2B, > 90% 7/9 above NMS
• To refocus Numeracy short term and ongoing strategies for U2B improvement.
Targets > 10% 7/9 U2B, >92% 7/9 above NMS
• Develop a whole school approach to teaching Reading to support improvement in Literacy
levels across all learning areas.
Targets > 100% Teacher Trained, 100% Science/English/History Implementation
Senior Phase Outcomes – Continue to maximise creden tials and pathways in both
campuses aligned to Queensland Systemic Targets and VET requirements.
• Improve OP1-15 Outcomes.
Targets > 80% OP1-15
• To ensure that all students exit with QCE/QCIA.
Targets 100% QCE/QCIA, 100% VET, at least one certificate 40% (KLC)
• To increase numbers of past school leavers achieving successful options.
Targets > 80% on viable pathways - Monitoring
Reinvigorate rigorous processes to increase student attendance, retention, and
positive engagement to improve all student results Years 7-12 and in KLC
• To increase attendance average to 92% - Achieved Semester One.
• To reduce short term SDAs and Behaviour referrals to improve academic outcomes.
Targets 15% Reduction in Short term SDAs
• Teachers employing high quality evidenced based teaching practices focused on success for
every student.
Targets 100% of Teachers using ASOT, 100% of Teachers in Observation Process, 100%
Beginning and New Teachers, Engaging into high quality learning – Achieved.
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Future Outlook
The message of the College is clear and concise. It is critical that each of us unite and focus upon our
core goal – the business of education. What we do know is that education improves the life chances
of every individual student in our care; education provides choice and empowers students to make
positive career choices and education inspires our dreams and builds achievement beyond belief.
Our School at a Glance
School Profile
Coeducational or single sex: Coeducational
Independent Publ ic School : Yes
Year levels offered in 201 6: Year 7 - Year 12
Student enrolments for this school:
Total Girls Boys Indigenous
Enrolment Continuity
(Feb – Nov)
2014 693 347 346 75 81%
2015* 830 415 415 92 81%
2016 811 399 412 86 81%
Student counts are based on the Census (August) enrolment collection.
*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.
In 2016, there were no students enrolled in a pre-Prep** program. ** pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).
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Characteristics of the Student Body
Kingston State College with its dedicated staff understands and responds to the ever changing needs
of its students and the environment. Students at the College are provided with “hands on”
opportunities to ensure relevant, high quality learning. They “Progress with Pride” towards their
personal best through wide ranging opportunities, flexible pathways, lifelong learning, care and
respect and valuing of individuals.
Kingston State College is a co-educational state secondary school for students in Years 7 to 12. The
College also incorporates a Centre for Continuing Secondary Education, called Kingston Learning
College catering for students from 14 years to adults who wish to complete their secondary
education and gain formal certificates. This centre provides a stepping stone to employment, tertiary
students, secondary school courses as well as personal fulfilment and enriched relationships.
The College is located centrally in the suburb of Kingston in the Logan district and features a natural
woodland environment. The school boasts ample playing fields and courts, a gymnasium, its own
swimming pool, Community Hall and Trade Training Centre.
Extensive funding from both the Federal and State level has provided an opportunity to redevelop
the facilities aligned to student learning outcomes in Science, English, Hospitality and Vocational
Education including a ‘State of the Art’ Trade Training Centre.
Logan City is characterised by several factors that interact with each other and can impact adversely
on the engagement and achievement of some students. Statistics show Kingston as a low socio-
economic area including:
- a high population of single parent families;
- immigrants whose first language is not English;
- 30% of students from Pacific Islander background;
- 11% of students from Indigenous background;
- high proportion of students in ‘care’ situations.
Average Class Sizes The following table shows the average class size information for each phase of schooling.
AVERAGE CLASS SIZES
Phase 2014 2015* 2016
Prep – Year 3
Year 4 – Year 7
Year 8 – Year 10 22 21 20
Year 11 – Year 12 15 16 16
*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.
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Curriculum Delivery Our Approach to Curriculum Delivery in Junior Secon dary
In 2017, Kingston State College is continuing the initiatives of the Flying Start Agenda that saw Year 7
students enter secondary school for the first time in 2015. The Junior Secondary Program at
Kingston State College is committed to providing a safe, supportive and engaging learning
environment that encourages all students to maximise their learning and realise their potential. The
Junior Secondary curriculum is purposefully designed to equip students with the knowledge and
skills they need to be successful throughout and beyond their schooling. Our teachers actively work
to engage students on an individual level and endeavour meet the specific learning needs of each
student. Kingston State College recognises the need to develop the literacy, numeracy and higher
order thinking skills of students across all facets of the curriculum and the College is also committed
to equipping students with the skills and knowledge they need to thrive in the future. To this end,
the College is working to provide Junior Secondary students with a wide range of learning
opportunities across the area of Science, Technology, Engineering and Mathematics (STEM).
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Our distinctive curriculum offerings:
• Year 7 & 8 students completing 12 months of Chinese; now offered in Year 9;
• Special Education Support Unit supports students with special needs in tailored curriculum
Years 7-12;
• Years 7, 8 and 9 focused literacy and numeracy periods continued in 2015 with four periods
of both Math and English;
• Years 7 to 10 – Foster creativity through a comprehensive Creative Industries Program
including Music, Dance, Drama and Visual Art program commencing at the Year 8 level.
These highly specialised programs are supported by highly skilled staff and excellent facilities
to provide the best outcomes for our students;
• Years 9 and 10 – High performance HPE which prepares students for the rigour of Senior PE
studies in Years 11 and 12;
• STEM Science coordinator appointed to involve selected students in high performance
programs organised by DET;
• A curriculum class in STEM / Robotics / Coding commenced in 2017 – Years 7-9;
• We forged closer ties this year with our local feeder schools through our Junior Secondary
Schooling initiatives with programs such as continued Science Days of Excellence and with
ICT ‘Excellence’ programs and Logan Music Idol. Staff have also taken the opportunity to
share their professional learning across campuses in Science, Math and Hospitality/Home
Economics. Staff/Students in Yr 11/12 Recreation Studies and/or Certificate II Community
Recreation provide school site support at Kingston State School for Sports’ Days and
Athletics Carnivals;
Trade Training Centre
• Certificate II in Logistics and Cert II in Hairdressing offered through the GENR8 & STYL8
Pathways to Work Programs
• Years 11 and 12 – QCAA subjects including Maths C, Chemistry, Physics, Biology, Legal
Studies, Ancient History, Dance, Film and Television and Visual Art;
• QCAA Authority Registered subjects include Tourism, Early Childhood Practices, Computer
Graphics, Hospitality Practices, Recreation Studies, Visual Art Studies, Engineering Studies,
Social and Community Studies and Drama Studies.
• Year 11 and 12 Certificate II Qualifications including: Live Production Information, Digital
Media and Technology and Furnishings
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• Our flexible senior pathways program supports students undertaking structured industry
placement during Years 10-12, encouraging students to complete school VET certificates,
school based traineeships and apprenticeships. This has included TAFE partnerships and
students in Years 11 and 12 completing Music Industry Studies Certificate III at Woodridge
SHS;
• School based VET has further expanded with all Year 12 students completing 1-4 certificates
at various levels;
• Students have the opportunity to study vocational courses up to Certificate IV level at TAFE
Colleges;
• UQ Partnership – The University of Queensland continue to forge a differentiation approach
with our top students involved in extension science days in Engineering, SPARK and
Biospheres camps and attracting some of our best students in the ‘UQ Scholars program’.
For the fourth year, accessing UQs Young Achievers Program, three of our Year 10 students,
have been successful in gaining a scholarship to commence in 2017 to the individual value of
$26,000 over the university undergraduate degree period;
• Many of our students have studied short courses at Logan TAFE and our Year 12 students
work closely with Griffith University Logan Campus UNI REACH program where as a ‘partner
school’ we are provided access to special entry for our students and opportunities to gain
excellent scholarships. A number of students each year participate in the Business
Ambassadors Program and the Yr 12 Business Program, successful completion which
enabled them to gain direct entry into Griffith University on completion of Year 12.
Likewise, professional development and opportunities for scholarships are available to staff.
Griffith University has been supportive in fostering the emphasis on ‘learning’ within the
ENABLE cluster. Our students have access to special entry programs offered by QUT and the
University of Queensland.
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Extra curricula activities
• Vertical style leadership program for Years 7-12;
• Year 12 leader participation in Y Lead Camp;
• Proactive Student Council Body Years 7-12;
• Logan City Council Year 12 Leadership Network; ENABLE Action Learning for Student Leaders;
• Wide range of sporting options including cross country, rugby league, touch football, athletics, AFL,
basketball, volleyball, high performance sporting program. Students can represent in District
competitions in Rugby Union and all sports available in QLD school sport;
• Excellence in touch ‘All Schools Competition’ Whites Hill;
• Opportunities to compete at district, state and national level;
• ‘Pedal Prix’ bike activities and carnival participation – ‘All Schools Competition’ in Maryborough
and Willowbank;
• Cultural experiences including Creative Generation State Schools on Stage, Artistic Impressions;
Logan Idol and cultural and sporting activities organised by our Indigenous Cultural unit;
• Music program, vocal ensemble, strings program, school band, instrumental music program,
concerts, performances, vocal and dance Eisteddfods, Acapela, vocal group ‘Decasonic’, Logan Idol,
Dance Idol, Bangarra Rekindling Project, Hip Hop Workshop, ’Access’ Drama club, Theatresports
• Indigenous partnership with South East region DET– to monitor Indigenous student performance
and outcomes;
• Year 12 Senior Formal at outside venue;
• School camps, parent evenings, excursions for Youth Achievers mentoring group;
• Hospitality functions by Year 10-12 students;
• Australian Business Community Network (ABCN) – Aspirations Year 11 program, FOCUS Year 11
Girls with business partner CBA, Rise (Read Inspire Succeed Exceed) Literacy program for Year 9s
with KPNG, GOALS Year 9 with business partners Navitas, Stockland, Norton Rose, Fuji Xerox;
• A high performance/enrichment program involving ICAS testing, Opti-minds, Brain Bee, Reading
Challenge, Debating, Logan Maths Challenge, Bio futures Camp, Chess competitions;
• Guest speakers on topical issues e.g. social justice, life skills, safe driving;
• Forums and discussions organised by School Based Health Nurse.
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Kingston Learning College: Re-Visioning towards School of Excellence in Re-engagement
Kingston Learning College is currently gaining a solid reputation as a destination school of
“Excellence in Re-engagement”. The College continues to embrace many new opportunities whilst
broadening the pathways we offer to our students. As both a School of Re-engagement Excellence
and an
Education Queensland Mature Age Secondary School we are responsible for continually growing our
College and its reputation and integrity through discovering the many and varied ways we can best
serve our reengaging youth and young adults.
KLC Family &Team Building through Responsibility an d Innovation We continue to implement innovations from both staff and students in order to engage our clientele
as much as possible in the life of the College.
Through our giant Innovation jar teachers and students offer unique and creative ways to engage
our students. This year innovations have included: paper-free classes, an outside lap challenge
competition between staff and students, student garden beds, and regular Open Days to grow our
community networking.
Philosophy, Vision, Curriculum & Pedagogy: • Extended pathways for learning for students aged 15+ with personalised support.
• Internally assessed Senior English, Maths A and Biology
• Students engaged in completing Vocational Education Qualifications such as Logistics and
Human Services
• New VET Cert 3 in Fitness will be offered on Fridays ( projected for 2017)
• Kickstart programme will double in size ( years 7-9 programme/curriculum to fill the gaps)
We Know our Students 2016-400 students were enrolled over 4 separate term intakes. The key to our re-engagement is
relatedness. We ensure this relatedness by:
• Knowing our students through strengths- based recognition
• Acknowledging and rewarding ‘Gritty Strengths’(Growth, Goals & Guts, Relatedness &
Respect,
Industry & Integrity and Tenacity & Truth)
• Utilising explicit differentiation tool kit, templates and strategies – embedded in daily
practice
• Establishing student learning goals
• Aiming for instant engagement and clever closures every lesson
• Engendering academic understanding: What am I doing and why? What is my academic PB?
Rigorous, Relevant Data stories, Analysis & Interve ntions • Learning outcomes (before, during and after joining KLC)
• Well- being & mental fitness
• Set plans (flexible timetables, uniquely tailored)
• Attendance / punctuality
• Student engagement levels
• Retention & attrition
• Future pathways
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Information and Communication Technologies are used to assist learning, and keep parents and students info rmed.
At Kingston State College, technology is an integral part of everyday practice and is undergoing a
continuous change and improvement to assist students and staff.
STEM – Robotics
New curriculum classes were implemented in 2017, to introduce a combination
Robotics/STEM/Coding. A class was set up in Year 9 to allow students with the desire and aptitude in
technology to choose the Robotics class. For our year 7 students, one class has been given the
opportunity to participate in a Robotics class, with all other students participating in a Coding class
with strong links to STEM. The school has invested funds to purchasing “LEGO EV3” kits, Science add
on kits and Renewable Energy Kits. Due to the high cost of these kits, there is a limit to how many
students can participate in specific classes. To enable all students to have access to robotics, any
student can also participate in Robotics with a Thursday lunch time Robotics club. Future robotics
may include Arduino and / or Raspberry Pi devices to construct more complex robots and
electronics. The year 7 students doing “Coding” will be introduced to “Scratch”, which is a visual
coding program. Planning is currently underway to choose the next level of coding for other year
levels, included options will be either “TouchDevelop” or “Python”
All Year 11 and 12 students are enrolled in the Certificate I in Information Technology course,
ensuring that they graduate with at least one Vocational Education and Training qualification. Senior
students are given the opportunity to enrol in the Certificate II in Digital Media Studies or Certificate
II in Live Production and Services.
Communication Apps
The communication processes within the school have continued to be enhanced with online access
for students to notices, reporting of attendance data directly to school owned student
laptops/desktops and via the student Intranet page, digital roll marking and online reporting.
Enhancements to the recording of suspension data, now allows reports and comparisons to previous
years, allowing informed decisions to be conducted by administration staff. Communication to
parents when a students is removed from class is now performed via SMS upon arrival to the
reflection room. The school newsletter is now provided as a digital copy, downloadable via a link
that is emailed out. Paper copies are still made available.
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Parents are encouraged to sign up to the Qparent App upon request to the school for registration.
Qparents provide parents with valuable information student timetables, reporting and financial
balances. Parents can also update student absence details, medical conditions and make payments.
The school website and our school Facebook site (secure and monitored) provides up-to-date
information to staff, parents and students. Electronic information signs have been installed near the
front gate and the rear student drop off area. This provides ongoing information to parents,
students, staff and the general public.
Bring Your Own Device (BOYD)
The school is a BYOD school, with students encouraged to bring their own devices to complement
their school books. All students with BYOD devices have access via the school WiFi network, to the
“Secure Print” printer in the library, access to their documents, access to the curriculum drive,
student notices and to the internet. For students who do not have access to a laptop during class
time, their teachers can access a network of COWs (Computers On Wheels) with laptops in them.
Computers are available in the library for use during lunch time or after school.
Specialist computers are available in the Graphics room (CAD), an iMac lab in the English block and
the music block has iMacs.
All major teaching areas have projectors, most being interactive. Docking stations are being added to
some rooms to allow staff to place their laptops on and start work rather than connecting cables.
The school is preparing for the introduction of NAPLAN Online. Plans were made for a trial in 2018,
pending approval of NAPLAN Online by Education Queensland. All efforts are being made to insure
all IT hardware and infrastructure is in place for the implementation.
Social Climate
Kingston State College is a PBL (Positive Behaviour for Learning) school committed to providing a
safe, respectful and disciplined learning environment for students and staff, where students have
opportunities to engage in quality learning experiences and acquire values supportive of their
lifelong wellbeing.
The College actively promotes the shared values of:
• Commitment
• Courtesy
• Common sense
• Cooperation
These values, also known as the “4 Cs”, are taught, modelled and reinforced across all aspects of the
College. Behaviour data is routinely collected, distributed and analysed by a team of dedicated staff
to maintain a targeted and consistent approach to ensuring these high standards of behaviour are
met and therefore positively impacting the wellbeing of staff and students.
Each week a PBL focused behaviour lesson is taught on Monday in Period 1 and then reinforced daily
in Roll Marking class at the beginning of each day (Mon – Thurs). Roll Marking teachers are also
responsible for reading the daily notices to keep students up-to-date with key information, as well as
monitoring student uniform, attendance and welfare issues.
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The Heads of Students – Junior Secondary and Senior Secondary (Band 5 HODs) are instrumental in
the ongoing monitoring of student behaviour and welfare as well as engagement, attendance and
aspirations. With a team of six Year Coordinators, the group meets fortnightly with the Principal,
Deputy Principals, and Attendance Officer to analyse data, discuss engagement concerns and
implement strategies to target improvement in student attendance.
Students in need of more targeted intervention are addressed by the ‘Student Support Group’
chaired by the Guidance Officers and consisting of the Heads of Students, Youth Support
Coordinator, Chaplain, School Based Youth Health Nurse, School Based Police Officer, Behaviour
Advisory Teacher, Head of Inclusive Practices, and Community Education Councillor (Indigenous).
This group meets regularly to oversee the case management of students at risk and implement
whole-school initiatives as well as targeted programs to promote positive self-image and wellbeing.
A series of “markbooks” are kept to track students being case managed as well as the Indigenous
students and Special Education students.
A variety of positive lunch programs are regularly on offer to students across the school including
Anime Club, Robotics Club, Yoga for Teens and Inter-year sporting competitions. The Homework
Centre is also open from 3-5pm three afternoons a week in the Library where students have access
to resources, computers and teacher support.
Other extra-curricular activities include: theatre sports and drama clubs, fitness training, inter-school
debating, chess tournaments, Readers’ Cup Challenge, Opti-Minds, BRAINwaves Days of Excellence,
ICAS (the international competitions in English, Maths and Science) as well as a variety of programs
in conjunction with ABCN (Australian Business Community Network). In 2016 the ABCN programs
included RISE (Year 9), GOALS (Year 9), Focus (Year 11), Aspirations (Year 11), and i2i (Year 10).
2016 saw the second year of the STEM Program for Year 10 girls in conjunction with the Smith
Family and SAP Australia to provide opportunities in the areas of Science, Technology, Engineering
and Mathematics.
The Youth Achievers program, also targeting year 10 students, continued in 2016 with a small group
of students meeting weekly with mentors with a focus on personal development and fostering in
students a desire to achieve.
Early in 2016 the school captains, vice captains and Student Council President attended the
Australian Youth Development program leadership camp ‘YLead’ where they worked with school
leaders from all across South East Queensland. This provided the students with valuable skills to help
them lead on the Student Representative Council, which sees representatives from each year level
work together to support the school as well as external organisations including the Leukaemia
Foundation with the World’s Greatest Shave.
Other opportunities and cultural experiences available to students include: The Arts Artistic
Impressions Showcase ; a comprehensive instrumental music program; vocal choir; multi-cultural
groups; dance workshops; involvement in ‘Creative Generations – State Schools on Stage’, and touch
football/cultural afternoons organised for Aboriginal and Torres Strait Islander and Pacific Islander
students.
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For the third year in a row, Kingston State College performed well in inter-school sport but most
significantly was the top placing state school in the district competitions for swimming, cross country
and athletics, with a number of students going on to represent the college at regional and state
levels.
The College continues to explore opportunities to foster school spirit and team pride and is looking
to implement inter-year level Roll Marking classes in 2018 based on Sporting Houses.
Parent, Student and Staff Satisfaction Parent opinion survey
Performance measure
Percentage of parents/caregivers who agree # that: 2014 2015 2016
their child is getting a good education at school (S2016)
86% 91% 86%
this is a good school (S2035) 93% 91% 92%
their child likes being at this school* (S2001) 93% 91% 86%
their child feels safe at this school* (S2002) 93% 91% 86%
their child's learning needs are being met at this school* (S2003)
86% 94% 93%
their child is making good progress at this school* (S2004) 86% 88% 93%
teachers at this school expect their child to do his or her best* (S2005)
86% 97% 93%
teachers at this school provide their child with useful feedback about his or her school work* (S2006) 86% 91% 86%
teachers at this school motivate their child to learn* (S2007)
86% 97% 79%
teachers at this school treat students fairly* (S2008) 79% 91% 77%
they can talk to their child's teachers about their concerns* (S2009) 93% 97% 93%
this school works with them to support their child's learning* (S2010) 86% 88% 86%
this school takes parents' opinions seriously* (S2011) 86% 81% 77%
student behaviour is well managed at this school* (S2012)
86% 67% 85%
this school looks for ways to improve* (S2013) 86% 94% 77%
this school is well maintained* (S2014) 86% 91% 86%
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Student opinion survey
Performance measure
Percentage of students who agree # that: 2014 2015 2016
they are getting a good education at school (S2048) 100% 97% 97%
they like being at their school* (S2036) 99% 98% 97%
they feel safe at their school* (S2037) 99% 99% 97%
their teachers motivate them to learn* (S2038) 100% 100% 95%
their teachers expect them to do their best* (S2039) 100% 98% 100%
their teachers provide them with useful feedback about their school work* (S2040)
99% 99% 97%
teachers treat students fairly at their school* (S2041) 96% 97% 95%
they can talk to their teachers about their concerns* (S2042) 98% 92% 92%
their school takes students' opinions seriously* (S2043)
98% 96% 92%
student behaviour is well managed at their school* (S2044) 96% 97% 94%
their school looks for ways to improve* (S2045) 100% 98% 97%
their school is well maintained* (S2046) 98% 98% 97%
their school gives them opportunities to do interesting things* (S2047) 100% 98% 97%
Staff opinion survey
Performance measure
Percentage of school staff who agree # that: 2014 2015 2016
they enjoy working at their school (S2069) 96% 94% 95%
they feel that their school is a safe place in which to work (S2070) 96% 87% 94%
they receive useful feedback about their work at their school (S2071)
84% 87% 90%
they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)
87% 75% 88%
students are encouraged to do their best at their school (S2072) 97% 95% 94%
students are treated fairly at their school (S2073) 94% 87% 89%
student behaviour is well managed at their school (S2074) 88% 79% 78%
staff are well supported at their school (S2075) 91% 85% 86%
their school takes staff opinions seriously (S2076) 83% 83% 83%
their school looks for ways to improve (S2077) 96% 90% 95%
their school is well maintained (S2078) 90% 78% 83%
their school gives them opportunities to do interesting things (S2079) 97% 87% 90%
* 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.
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Involving parents in their child’s education
Kingston State College recognises that parents are the primary educators of their children. Parents
and the community are encouraged to be involved in the life of the College through review
processes – Quadrennial School Review; mentoring programs; Student Educational Support Plans to
map out their students’ career paths; Parent/Teacher evenings; School Council; the Parents and
Citizens Association and the tuckshop; school celebrations e.g. Artistic Impressions, School Musical,
Awards Night, Graduation, Student Leaders Badge Ceremony, School Formal, Year 6-7 Expos, Year 7
Information BBQ, Year 9 NAPLAN sharing, Education Week, sporting events, dance and performance
events and cultural celebrations for Indigenous and Pacific Islander students.
Daily and weekly communication via text, telephone, email and one-on-one parent meetings with
parents as to any specific learning issue is strongly encouraged. Parents/carers are kept in daily
contact regarding students attendance as likewise outlined in this report.
Regular communication is provided through regular reports and updates at P & C meetings;
newsletters; the school magazine; the publication of relevant information available on our website;
media releases and promotion of student achievement and email and daily SMS messaging.
Since 2016, the College has successfully utilised social media to communicate to our community
through our Facebook and Instagram pages.
In 2015 all parents continue to be involved in ongoing monitoring interviews with the Deputy
Principals, HOSES, HODs, GO and the Principal to inform parents/carers/students of ongoing results
in order to further improve performance.
As part of the College’s Quadrennial School Review many parents and community partners
participated in the consultation process.
As an Independent Public school the College commenced the inaugural School Council in March
2017 involving parents, community members and student leaders.
Respectful Relationships Programs
Our College has developed and implemented programs that focus on appropriate, respectful and
healthy relationships.
Within the school we have a large support group consisting of two Guidance Officers, a Youth
Support Coordinator, Chaplain, School Based Police Officer, School Based Health Nurse, Head of
Junior Secondary, Head of Senior Secondary, Behavioural Advisory Teacher, Community Educational
Counsellor and Attendance Officer. The purpose of this group is to meet on a fortnightly basis to
discuss the needs of students and implement plans for programs and put necessary support in place.
Kingston State College run a number of programs within the school:
Rock and Water is a physical program aimed at teaching self-awareness, teamwork,
understanding your surroundings and some basic self-defence strategies. The program aims
to exhaust all other strategies rather than use violence.
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Love Bites is a program where support staff work collaboratively with the Regional School
Based Health Nurse (SBHN), School Base Police Officer (SBPO), Centre Against Sexual
Violence and PCYC, to deliver a program to our year 11 cohort. The program aims to educate
students on the issues of domestic and family violence, sexual assault and raise awareness
about the support available in the community.
Managing the Bull is a program coordinated by our Chaplain for victims and perpetrators of
bullying. The program aims to address anger management, promote resilience, instil stress
management, effective and assertive communication and strategies to reduce bulling within
the school.
The Youth Support Coordinator and Chaplain run a variety of programs, with support from PCYC,
that target groups of students across the Junior year levels. These programs focus on early
intervention and educating students to identify the difference between healthy and unhealthy
relationships and respectful friendships. The programs also focus on personal health and hygiene,
resilience, positive self-esteem and re-engagement back into the school community.
Each year we have RACQ deliver Docudrama which is an engaging and interactive program that aims
to empower our students to make better and informed choices both as a driver and passenger of a
vehicle. Docudrama takes a community approach to road safety issues involving emergency service
workers and other local professionals to help demonstrate a powerful ‘mock crash’ road safety
scenario. Students then explore and are equipped with real world strategies for combating the ‘Fatal
Five’ road safety issues; Drink and Drug Driving, Fatigue, Not Wearing a Seatbelt, Speeding and
Distraction.
Overall, our programs aim not only to educate students upon unsafe issues but offer guidance on
how to report it if they, or someone they know, is unsafe.
School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.
SCHOOL DISCIPLINARY ABSENCES
Type 2014* 2015** 2016
Short Suspensions – 1 to 5 days 248 434 328
Long Suspensions – 6 to 20 days 7 16 11
Exclusions 15 21 13
Cancellations of Enrolment 4 3 0
* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015. **From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.
Environmental Footprint Reducing the school’s environmental footprint To reduce ecological footprint of our school is a focus for Kingston to have both better efficiencies of
our resources and reduction of our carbon footprint.
Although we are only required to report on our water and energy efficiencies we continue also to
improve our recycling program to recover resources. We encourage our school community to
rethink that most 'waste' be considered for recovery not landfill.
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Disappointingly our school energy use has increased significantly contrasting with continued
reduction in metered water use. As a school with a pool, we use a gravity feed system from
harvested rainwater to maintain water level consistency. Although previous water use is not
recorded below Logan Council records show that for 2014-2015 we used 4286kL water thus
continuing to reduce metered water use. Availability of such water depends on rainfall, however
such rainy days reduce the amount of solar energy to offset our electricity use. We continue to
replace T5 and T8 lights with more efficient LEDs.
In order to measure energy use in classroom blocks we will investigate a trial monitoring system as
one strategy to reduce energy use. We will also initiate an energy audit to determine other practices
to reduce energy use. These will allow us to target areas for change and education. Increasing our
capacity to generate greater kWh renewable energy than our current 2 kWh solar panels should be
considered.
Increasing the biodiversity of our school grounds with an annual planting of 50 free native plants
from the council contributes to our carbon footprint. The contribution of the natural environment is
difficult to measure but the ambiance of the grounds is an asset to the school.
ENVIRONMENTAL FOOTPRINT INDICATORS
Years Electricity kWh
Water kL
2013-2014 399,459 4,830
2014-2015 406,163
2015-2016 427,136 3,998
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.
School Funding School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at http://www.myschool.edu.au/.
To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.
Where it states ‘School name’ , type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.
School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.
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Our Staff Profile
Workforce Composition
Staff composition, including Indigenous staff
2016 WORKFORCE COMPOSITION
Description Teaching Staff Non-Teaching Staff Indigenous Staff
Headcounts 92 42 <5
Full-time Equivalents 80 32 <5
Qualification of all teachers
TEACHER* QUALIFICATIONS
Highest level of qualification Number of classroom teachers and school leaders at the school
Doctorate 0
Masters 13
Graduate Diploma etc.** 25
Bachelor degree 43
Diploma 3
Certificate 1
*Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.
Professional Development Expenditure On and Teacher Participation in Profess ional Development
The total funds expended on teacher professional development in 2016 were $54,116.
The proportion of the teaching staff involved in professional development activities during 2016 was 100%.
100% of staff were involved in Professional Development across the four terms.
Kingston State College
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The major professional development initiatives are as follows:
- ASOT as the College’s adopted Pedagogical Framework;
- ‘NEW ASOT’;
- Marzano ‘High Reliability Schools’;
- A focus on literacy/numeracy, grammar essentials/basic math;
- Introduction to staff PD Tactical Teaching of Reading;
- Learning Walks; TORCH testing; Data Wall monitoring; Reading Strategies; Thinking Framework;
Professional Conversations;
- Classroom observations and feedback, Learning Walks;
- Continued PD with Math Team on EMM (Math fluency);
- Math PD – Maintaining ‘Exceler8’;
- STEM Robotics and Coding;
- In-service on NAPLAN data analysis and continued preparation for NAPLAN;
- STEM DET Regional PD;
- Development of Vision/Framework ‘Nothing Left To Chance’;
- ICTs – Continued forms in Digital Pedagogy as part of school E learning approach;
- Ongoing Positive Behaviour Learning Program;
- Pastoral care activities and multicultural awareness programs;
- Strategies to pursue academic improvement in analysing data;
- Special Education Program PD opportunities – Autism;
- Essential Skills Behaviour Management for all new staff starting at the College;
- Developing an Annual Performance Framework for every staff member;
- Student Protection/Code of Conduct and other mandatory EQ PD;
- QCAA preparation for new syllabuses;
- Senior Schooling VET initiatives;
- In-service on OP Analyser continued;
- QCAA information sessions, SATE;
- Certificate IV in Training and Assessment;
- Focus on learning within ENABLE networks – Principals, DPs, HODs, and teachers; Partner
collaborations
- National Curriculum across Science, Maths, English, History and Geography, PE, LOTE and
Performing Arts.
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Staff Attendance and Retention
AVERAGE STAFF ATTENDANCE (%)
Description 2014 2015 2016
Staff attendance for permanent and temporary staff and school leaders. 96% 95% 96%
Proportion of Staff Retained from the Previous Scho ol Year From the end of the previous school year, 93% of staff was retained by the school for the entire 2016.
Performance of Our Students
Key Student Outcomes
Student Attendance The table below shows the attendance information for all students at this school:
STUDENT ATTENDANCE 2016
Description 2014 2015 2016
The overall attendance rate* for the students at this school (shown as a percentage). 91% 90% 90%
The attendance rate for Indigenous students at this school (shown as a percentage). 85% 86% 85%
*The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.
The overall student attendance rate in 2016 for all Queensland Secondary schools was 90%.
AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL
Year Level Prep Year
1 Year
2 Year
3 Year
4 Year
5 Year
6 Year
7 Year
8 Year
9 Year 10
Year 11
Year 12
2014 90% 90% 90% 91% 92%
2015 91% 91% 87% 87% 89% 92%
2016 90% 89% 88% 87% 91% 92%
*Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.
DW = Data withheld to ensure confidentiality.
Student Attendance Distribution The proportions of students by attendance range:
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25
24
14
13
15
20
23
23
39
40
39
0% 20% 40% 60% 80% 100%
2016
2015
2014
Proportion of Students
Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%
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Description of how non-attendance is managed by the school
Non-attendance is managed in state schools in line with the DET 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.
At Kingston State College Attendance is ‘Everybody’s Business’.
Attendance at Kingston State College is managed through:
1) Tracking/monitoring and analysis
2) Intervention and strategies
3) Rewards and Celebrations
At Kingston State College to improve and monitor student attendance ‘ID Attend’ System software
was implemented school wide as an electronic roll marking and tracking procedure and has
effectively been in use since 2009. Our focus is to maintain rolls to accurately reflect the daily
attendance of all students and provide precise data to staff with responsibilities for managing
attendance. Roll marking is recorded every lesson; five periods Monday to Thursday and four
Periods on a Friday. Daily texts inform parents/carers of student absences from lessons where prior
notice has not been received explaining the absence.
In 2013 the College made attendance everybody’s business an initiative which saw every student
taking ownership for their school attendance. Students who achieved over 95% were rewarded with
an invitation to the Attendance Day Carnival. In 2014 the College introduced a program that showed
student attendance whenever they logged on to their laptop. While 2016 saw the introduction of
the 95 Club and 100 Club. These strategies have been maintained with students informed weekly of
their accumulative attendance percentage showing improvement across all year levels maintaining
an attendance rate of 90%.
Effective practices currently in place:
• Maintain accurate record of student attendance
• Work in partnership with parents/guardians and the school community
• Engage and work with external support networks
• Recognise and reward excellent and improved student attendance
• Develop and implement training opportunities for teachers – provide clear school processes
for roll marking through Professional development.
Monitoring of student attendance starts with the classroom teacher. Reports are generated at the
end of each school day and forwarded to all staff as a means of further monitoring and tracking of
student attendance. Student attendance is monitored by a team of staff including the Principal, two
Deputy Principals, Junior and Senior Secondary HOD, six Year Level Coordinators, Attendance
Officer, Truancy Engagement Officer and all staff. Attendance intervention measures in place utilise
regular tracking and reporting of student attendance which is addressed in fortnightly attendance
meetings between the key personnel stated above and the School Chaplain, School-based Police
Officer, the Guidance Officer, Behaviour Advisory Teacher (BAT) and Youth Support Coordinator.
There is constant communication between the College and parents/guardians, notifying care givers
of student non-attendance via telephone, mail, SMS, home visits and school meetings as necessary.
Our goal for 2017 is 92% attendance.
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Achievement – Closing the Gap
Kingston State College’s Indigenous enrolment in 2016 represented 11% of total enrolments.
Indigenous student’s attendance was 85.2% while Non-Indigenous attendance was at 90%. The
Indigenous attendance for the state was 81.9% and 85% for the South East Region. Kingston State
College once again is out performing both the state and the region.
The graphs below represent the indigenous gap in the Reading, Writing and Numeracy on the 2016
NAPLAN tests.
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Improvement strategies used:
• “Link Centre” is a safe and supportive centre for indigenous students during break times
building positive relationships with CEC and the Indigenous Teacher Aide;
• In class teacher aide support for indigenous students;
• Community meetings with CEC, Elders, parents and students once a term;
Indigenous Bush Tucker Garden literacy and numeracy program for junior students delivered
by Elder
• Profiling and monitoring attendance and attainment with students on an individual basis;
• Parent interviews as required and if necessary home visits by Youth Engagement Officer and
CEC to assist reengagement;
• Facilitating and encouraging full participation with partners e.g. ABCN University of
Queensland and Griffith University;
• Providing opportunities for School Based Certificate III courses;
• Maximizing use of QATSIF scholarships to improve Indigenous outcomes.
• Senior students’ participation in Deadly Choices Health program
NAPLAN Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.
To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.
Where it states ‘School name’ , type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.
School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.
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Year 12 Outcomes
OUTCOMES FOR OUR YEAR 7-12 CAMPUS
Description 2014 2015 2016
Number of students receiving a Senior Statement 73 87 108
Number of students awarded a Queensland Certificate of Individual Achievement. 0 3 3
Number of students receiving an Overall Position (OP) 20 27 33
Percentage of Indigenous students receiving an Overall Position (OP) 10% 10% 0%
Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). 14 7 19
Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT).
103 144 107
Number of students awarded an Australian Qualification Framework Certificate II or above.
60 58 84
Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.
73 84 105
Percentage of Indigenous students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.
100% 100% 100%
Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0
Percentage of OP/IBD eligible students with OP 1-15 or an IBD. 40% 56% 64%
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. 100% 100% 100%
Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer.
100% 100% 100%
As at 3rd February 2017. The above values exclude VISA students.
OVERALL POSITION BANDS (OP)
Number of students in each band for OP 1 - 25
Years OP 1-5 OP 6-10 OP 11-15 OP 16-20 OP 21-25
2014 0 7 1 10 2
2015 4 3 8 10 2
2016 3 4 14 11 1
As at 3rd February 2017. The above values exclude VISA students.
VOCATIONAL EDUCATIONAL TRAINING QUALIFICATION (VET)
Number of students awarded certificates under the A ustralian Qualification Framework (AQF)
Years Certificate I Certificate II Certificate III or above
2014 77 60 14
2015 114 63 22
2016 134 90 25
As at 3rd February 2017. The above values exclude VISA students.
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Apparent Retention Rate – Year 10 to Year 12
APPARENT RETENTION RATES* YEAR 10 TO YEAR 12
Description 2014 2015 2016
Year 12 student enrolment as a percentage of the Year 10 student cohort. 98% 78% 86%
Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort.
100% 67% 54%
* The Years 10 to 12 Apparent Retention Rate is defined as the number of full-time students in Year 12 in any given year expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).
OUTCOMES FOR OUR YEAR 12 COHORTS – KINGSTON LEARNIN G COLLEGE
Description 2014 2015 2016
Number of students receiving a Senior Statement 75 73 81
Number of students awarded a Queensland Certificate of Individual Achievement. 0 0 0
Number of students receiving an Overall Position (OP) 0 0 0
Percentage of Indigenous students receiving an Overall Position (OP) 0% 0% 0%
Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). 5 7 4
Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT).
28 39 45
Number of students awarded an Australian Qualification Framework Certificate II or above.
7 9 6
Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.
4 7 4
Percentage of Indigenous students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.
0% 0% 0%
Number of students awarded an International Baccalaureate Diploma (IBD). 0 0 0
Percentage of OP/IBD eligible students with OP 1-15 or an IBD. N/A N/A N/A
Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification.
49% 49% 65%
Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer. 100% 100% 100%
As at 3rd February 2017. The above values exclude VISA students.
Student Destinations Post-school destination information The results of the 2016 post-school destinations survey, Next Step – Student Destination Report (2016 Year 12 cohort), will be uploaded to the school’s website in September. The report will be available at: http://www.kingstonsc.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx
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Post-school destination information
Early school leavers information
It is our intention here at Kingston State College to monitor student progress very closely for each
and every student on an individual basis. If a student is proving to be disengaged or not achieving
and succeeding the student is interviewed in the company of their parent/guardian before the
situation is deemed critical. At this time we discuss possible solutions and strategies for re-
engagement. Our aim is to provide students, some of whom will potentially have complex and
challenging circumstances, with the best possible opportunity for success, keeping in mind that
future success is often dependent on a quality education and/or the achievement of a meaningful
qualification.
The decisions are tailored to the individual student and may involve the student participating in
some work experience and/or applying for a traineeship or apprenticeship. Alternatively, it may
involve the student transitioning to our own Kingston Learning College. There are students who
transfer from Kingston State College to other state high schools and continue their education
through to Year 12. A number of students are also transitioned to alternative educational
institutions and programs including Eagleby Learning College, YMCA school, Centre Ed Flexible
Learning Centre, and others who transition to full or part time employment, full or part time
traineeships or TAFE courses.
Students at Kingston State College have the opportunity to complete a variety of Certificate I to III
Vocational Qualifications in Years 10 – 12. The certificates delivered at Kingston State College cover a
range of industry areas including Creative industries, Information Digital Media and Technology,
Furnishing, Construction and Community Activities. Students also have the opportunity to study
qualifications at TAFE, SkillsTech and other Registered Training Organisations in an even wider range
of industry areas. Students are also involved in campus arrangements to study Certificate III in Music
Industry Studies at Woodridge State High School.
Post Year 12 Monitoring
In 2016 the College employed a further Liaison Officer in Senior Schooling to monitor the Post School
Training and Employment of our students. Communication is made to every graduate of the previous
year to assist those not in training or employment. Students are invited to the College to engage in
further in depth conversations concerning future opportunities available.
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Types of VET qualifications completed by Kingston State College students
All Year 11 and 12 students at Kingston State College complete a Certificate I in Information Digital
Media and Technology. Students may also elect to complete the following Certificates:
• Certificate II Community Activities;
• Certificate I Furnishing;
• Certificate I in Access to Vocational Pathways
• Certificate I in Skills for Vocational Pathways
• Certificate II Furniture Making;
• Certificate I Construction;
• Certificate II Creative Industries;
• Certificate III Music Industry Studies (at Woodridge SHS).
A variety of other Certificates are made available to students through external providers such as
TAFE.
Value Adding
In response to the Annual Implementation Plan and the College’s Quadrennial School Review (2014-
2017) to develop overall improvement, the goal of the College is to ‘value add’ and drive public
optimism and high expectations by:
- Re-visioning a complete focus on teacher quality with the adoption of ‘The Art and Science
of Teaching’ as our language of teaching;
- focusing on continuous school improvement to ‘raise the bar’ in terms of academic results in
both the Year 7-12 campus and the Kingston Learning College;
- to continually monitor all results in Years 7-12 aligned to our framework ‘Nothing Left to
Chance’;
- to rigorously monitor attendance with focused strategies – ‘every child – every day’ ;
- re-igniting an even more explicit whole school approach to literacy based on Systemic data
and testing and continuing to embed an explicit reading comprehension program. This is
monitored by the Literacy Coach. PAT Reading and PAT Math utilised to monitor literacy and
numeracy outcomes. All data continuously tracked via OneSchool for all students in Years 7-
9 and Year 11/12 tracked with Intervention every 5 weeks;
- completed PD training for Tactical Teaching of Reading for full school introduction in 2016;
- the ‘Investing for Success’ team continuously review our NAPLAN strategies to target
improvement;
- in response to NAPLAN an Education Queensland imperative, redeveloped numeracy
framework, ‘FRAMES’ strategy introduced across Junior Secondary school. Timetabling
structures maintained for four periods – 70min each for English/Maths Years 7/8/9
complementing revised curriculum approach. Targeted extra staff i.e. Numeracy Teacher’s
Aide maintained in 2015/2016; Numeracy Coach introduced 2017;
- EMM used as targeted pedagogical strategy of Direct Instruction in Years 7, 8 & 9 Math;
- STEM / Robotics / Coding a focused school priority across Science, Math, Technology
curriculum providing future pathways;
- STEM Coordinator introduced 2016-2017;
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- walk throughs using a software package and observation and feedback schedule as part of
‘Learning Culture’;
- to continually review and increase outcomes for Year 12s in terms of credentials –Senior
Certificates, QCE and VET Certificates and School Based Apprenticeships and Traineeships;
- continue to spotlight improvement on OP results with Mighty Minds and PD by Matthew
Rigby;
- use OP Analyser to further analyse Data for OP eligible students;
- continue to monitor the Year 10s and Year 11s so that they are eligible to complete the QCE;
- investigating and initiating new VET industry links; thus expanding school based compliance
with new school based certificates;
- continuing targeted improvement in facilities aligned to student learning across whole
school campus;
- Trade Training Centre - including Certificate I in Construction, Certificates I in Furnishing and
Certificate II in Furniture Making;
- Visual Artefacts for Vision/Framework ‘Nothing Left To Chance’, School Wide Positive
Behaviour and The Art and Science of Teaching.
Conclusion
Kingston State College community can be very proud of the very talented teachers and support staff
and parents who provide services to our community. The College community is committed to the
promotion of values such as respect, personal accountability, high expectations and taking pride in
achievement. These values incorporate our School-wide Positive Behaviours of Commitment,
Cooperation, Common Sense and Courtesy (4Cs).
But our ongoing challenge must be to provide a quality education set on a foundation where all
students have an entitlement to be numerate and literate. This must be our ongoing priority. When
asking the question why and how achievement is strong at Kingston State College, The answer is
simple. It must be about school leadership and learning. It is about working creatively to get the
most out of our people. It is ensuring learning is explicit and personalised for every child. It is about
walking the journey with our students so that they can achieve the very best. What we do know is
that at Kingston State College, ‘Nothing is Left to Chance’.