Capella State High School Queensland State School Reporting 2015 School Annual Report

Postal address PO Box 195 Capella 4723

Phone (07) 4988 7333

Fax (07) 4988 7300

Email principal@capellashs.eq.edu.au

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

Contact person Mrs Jackie Sinclair Principal Capella SHS

Principal’s foreword Introduction

As Principal of Capella SHS I am pleased to present our 2015 Annual Report. This document contains important information about our school’s journey in 2015 and can be obtained on the school website and in hard copy from the CSHS administration office.

At Capella State High School we believe that a quality future for every student depends on each student having the necessary knowledge, understanding, skills and values for a productive and rewarding life. It is therefore our endevour to offer a future orientated curriculum which engages and challenges students, and supports continued learning. Our supportive school environment develops and promotes positive relationships between all members of our school community. Please read on to examine a profile of our school as well as share our journey and successes for the 2015 year.

School progress towards its goal in 2015

1.Teaching and Learning • A literacy coach continues to coach and mentor staff in Reading and Writing though I4S funding

• NAPLAN results improved whole school data. 2. Australian Curriculum • The National Curriculum units in Year 7 to 10 in

nominated areas. Significant focus continues on applying and modifying resources from the Curriculum to the Classroom (C2C) projects implemented by Education Qld. Reporting on the new curriculum was completed throughout the year.

3. Common school wide Pedagogical framework

Strategies Completed • Training continued for all teachers in Dimensions of

Learning throughout 2015 with an external consultant holding professional development in November 2015.

4. High quality teaching Practices

Strategies Completed • Learning goals and Success criteria explicity taught in

every classroom. • Peer coaching on explicit instruction is an ongoing

focus.Literacy coach mentoring teachers. • School Pedagogical Framework revised to be

implemented in 2016.

5. Productive partnerships with school community

Strategies completed: • Continued with positive post cards to parents on student

performance in line with school values. • School Opinion Survey indicated a drop in parent

satisfaction in regards to “That it is a great school” • Embed Junior school leadership • Uniform for junior and senior embedded • Conducted multiple Tieri and Capella SS trips for the

transition program. • Continue with ‘Science Days’and Art Days which is

attended by both schools. • P&C meeting alternate between Teiri and Capella held

at the SS.

6. Whole school assessment And data collection

• Tracking of student progress embedded into the culture to monitor student progress, between HOD’s, Teachers to track and implement strategies to ensure ‘Every Student Succeeding’.

• CQ3S data a major indicator of student performance and teaching tool.

7. Student Attainment Student Results Achievements • 100% of Year 12 students achieved a Qld Certificate of

Education • 100% of Year 12 students achieved a Certificate II

qualification • Decrease on data in regards to egible students

achieving an OP1-15. • Overall school pass rate in English, Math and Science

increased . • In summary, an excellent progress was achieved in

2015 Naplan results. • Target of 90% school attendance was achieved in 2015

Semester 2. • Attendance targets by Principal on parade and

certificate of 100% attendance at the end of terms.

Our school at a glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: No

Year levels offered in 2015: Year 7 - Year 12

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2013 140 61 79 2 92%

2014 135 52 83 4 90%

2015 141 65 76 7 92%

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.

Characterstics of the student body:

Capella State High School is located halfway between Emeral and Clermont just off the Dawson Valley Highway on Gordon Street. The school was first established in 1984 and services the local rural and mining communities. At the start of 2014 there were 135 students enrolled at Capella SHS and this will vary depending on the status of the mining industry. The school is currently staffed with 13 teachers and 10 support staff. About 75% of students travel to and from school each day on a bus. Just over six percent of the student population is indigenous and most of the students’ parents are employed in the mining industry or mining related industries. Less than one percent of students have English as a second language. The school population is made up of students from the heritage town of Capella and the minig town of Tieri (which serves Oaky Creek Mine); both of which are surrounded by established grazing, grain and farming properties. Approximately 55% of students come from Tieri whilst the other 45% are located in and around Capella. The business community gives a high level of support to work place learning programs, especially work experience and some school based apprenticeships and traineeships. Community service programs have wide local support. There is a working relationship with the partner schools of Capella and Tieri SS, with a move to strengthen the partnership into a strategic alliance to enhance the learning opportunities for all our students in the Peak Downs. Both towns have a lively community culture, with Capella having a regionally recognised Cultural Centre, Covered Arena and Aquatic Centre. In 2015 the high school celebrated its 30th Anniversary which was well supported by the public. Capella SHS is committed to providing a supportive school environment where all members feel safe and are valued; where social and academic learning outcomes are maximised for all through quality relationships, curriculum and school organisation; where school practices are proactive rather than reactive and where appropriate and non-discriminatory languages are defined, modelled and reinforced.

Average class sizes

Phase

Average Class Size

2013 2014 2015

Prep – Year 3

Year 4 – Year 7 Primary

Year 7 Secondary – Year 10 15 18 17

Year 11 – Year 12 14 14 14

*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.

School Disciplinary Absences

* 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.

Disciplinary Absences

Count of Incidents

2013 2014* 2015**

Short Suspensions - 1 to 5 days 10 8 7

Long Suspensions - 6 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of Enrolment 0 0 0

Curriculum delivery

Our approach to curriculum delivery

Capella SHS offers the national and Queensland curriculum for secondary school. Its distinctive subject offers are:

• Yr. 11/12 Automative, Furnishing and Engineering Studies • Certificate II Rural Operations • Certificate II Workplace practice for all senior students • Skilling classes for all students – Career education and social literacy • Curriculum enhancement classes eg Year 10 Extension Science • Smart moves classes for all students • Distant education classes • Tutorials – Tieri and Capella after school • Cattle club • Personal Knowledge Pursuit – Junior Extension Program • Support a reader program • IMPACT program to assist the Upper 2 Bands • Individual extension programs

Extra curricula activities

• Academic Competitions Students participate in English, Math and Science STEM and ICT competitions • Debating • Excursions

Yr 10 – Rockhampton Careers Tour Yr. 7 / 8 Team Building Camp

• Students have the opportunity to either participate in sport or academic coaching after school in both the Tieri and Capella community

• Year 10 work experience program – two weeks in the year • Interschool sports – A netball and rugby league competition in events each term • Instrumental Music – Lessons offered each Monday • Eisteddfod and Special Cultural Performances from outside performing theatre troupes • Hospitality functions • The Capella Country Cookhouse delivers funtions that assist students towards their Certificate I in Hospitality • High on Arts – A showcase of the Artistic and Dramatic skills of the students • Student council functions e.g. dances. Fund raised assist in subsiding Off-Campus activities as well as enhancing the

school grounds • Cattle-Club – students train and gain Certificate II in Rural Operations. They also compete at the Central Highlands

show circuit each year • Tutorials – Wednesday afternoon in Tieri and Capella offered by teachers, straight after school in the library • Curriculum enhancement program – a number of school activities run during period 1 each Friday e.g. cattle club,

literacy and numeracy enhancement • Drama club after school practice for public performance • Rostrum Queenslabd Voice of Youth public speaking competition • Witsunday Voices literacy festival delegation

How Information and Communication Technologies are used to improve learning

Capella SHS 2015 has introduced BYODx where students purchase their device. The P&C was successful in obtaining a grant for $30,000 to improve our data network. There are over 100 curriculum computers for student use all windows compatible. The computers are designed to be used across three fully functioning labs as well as mobile laptop labs, computer charge cabinets which can be moved from room to room.

A wireless network exists throughout the school. This has enhanced the use of Interactive Whiteboards and Laptops throughout the school. Since 2012, all classrooms in the school are equipped with either an interactive whiteboard or projector. In 2014, the laptop computer room (CO1) commenced an upgrade to desktop computers which are more durable and suited to ehance the learning outcomes.

All curriculum units offered intergrate ICT’s into learning e.g. computer drafting software, movie make software, photoshop, digital photography and elements of Microsoft Office and data logging software for Science. All teaching staff have been issued with a Computer for Teachers (C4T) laptop with an expectation that these laptops are used to further intergrate ICT’c into curriculum delivery. Students in 2015 made significant use of email to send drafts, assignments etc to teachers. Special education students access IPAD for learning support.

Social Climate

Capells SHS is committed to providing a supportive school environment where all members feel safe and are valued; where social and academic learning outcomes are maximized for all through quality relationships, curriculum and school organization;

where school practices are proactive rather than reactive and where appropriate and non-discriminatory language and behaviours are defined, modelled and reinforced.

The values and beliefs that drive and influence our decisions are: Challenge – “Strength from Within”; Courage – “Honour Honesty”; Rights and Responsibilities – “The Dynamic Duo”; Compassion – “Mates Matter”. The student body of Capella SHS and the timing of the Quadrenniel School Review have changed the values of this school. To Success,Teamwork, Attitude and Respect for the 2017 implementation. These values and beliefs will be the foundation of our Responsible Behaviour Plan For Students.

Skilling for R.I.G.H.T.S is the pastoral care program that is designed to equip all students to face the challenges of the 21st century head on. The school supports a variety of student leadership and government roles including School and House Captains and a Student Council. These positions are recognized with the presentation of badges at a formal school ceremony. In 2015 with the introduction of Junior Secondary , junior leaders were presented with badges to form part of the leadership journey.

At Capella SHS bullying in all forms is not accepted and all members of Capella SHS accept their responsibility to promote positive relationships and to prevent bullying. All students are taught about bullying issues and its prevention through the school’s Skilling for R.I.G.H.T.S program. Students who participate in bullying behaviours receive appropriate consequences ranging from mediation and counselling to suspension or exclusion in extreme cases. The school supports students who participate in bullying, to change this behaviour and strategies are outlined in the school’s responsible behaviour plan. Capella SHS promotes effective social skills and positive relationships by implementing the “Things that work – Levels of Action,” from the Bullying No Way! Website.

The development of student leadership, responsibility and personal growth is strongly supported by the school through various initiatives and support structures. Our Guidance Officer, assist by offering programs and counselling to small groups of students identified by EQAT (Education Quality Assurance Team) weekly meetings. At different stages throughout the year programs are offered to students and famililies. In the 2015 School Opinion Survey 100% of parents indicated that they have open communication with teachers in regards to their child’s progress.Capella SHS believe that “Every student can succeed”

Parent, student and staff satisfaction with the sch ool

Performance measure

Percentage of parent/caregivers who agree# that: 2013 2014 2015

their child is getting a good education at school (S2016) 93% 100% 78%

this is a good school (S2035) 90% 90% 67%

their child likes being at this school (S2001) 87% 70% 67%

their child feels safe at this school (S2002) 87% 90% 89%

their child's learning needs are being met at this school (S2003) 97% 100% 67%

their child is making good progress at this school (S2004) 97% 80% 78%

teachers at this school expect their child to do his or her best (S2005) 100% 100% 89%

teachers at this school provide their child with useful feedback about his or her school work (S2006) 97% 90% 89%

teachers at this school motivate their child to learn (S2007) 97% 90% 67%

teachers at this school treat students fairly (S2008) 80% 90% 78%

they can talk to their child's teachers about their concerns (S2009)

100% 100% 100%

this school works with them to support their child's learning (S2010) 90% 100% 100%

this school takes parents' opinions seriously (S2011) 80% 80% 67%

student behaviour is well managed at this school (S2012) 80% 70% 78%

this school looks for ways to improve (S2013) 93% 80% 89%

this school is well maintained (S2014) 93% 80% 78%

Performance measure

Percentage of students who agree# that: 2013 2014 2015

Performance measure

Percentage of students who agree# that: 2013 2014 2015

they are getting a good education at school (S2048) 79% 81% 87%

they like being at their school (S2036) 81% 77% 67%

they feel safe at their school (S2037) 88% 84% 90%

their teachers motivate them to learn (S2038) 90% 84% 83%

their teachers expect them to do their best (S2039) 95% 91% 93%

their teachers provide them with useful feedback about their school work (S2040) 89% 86% 85%

teachers treat students fairly at their school (S2041) 77% 65% 66%

they can talk to their teachers about their concerns (S2042) 79% 66% 66%

their school takes students' opinions seriously (S2043) 75% 77% 68%

student behaviour is well managed at their school (S2044) 69% 75% 71%

their school looks for ways to improve (S2045) 82% 84% 85%

their school is well maintained (S2046) 83% 89% 85%

their school gives them opportunities to do interesting things (S2047)

81% 82% 76%

Performance measure

Percentage of school staff who agree# that: 2013 2014 2015

they enjoy working at their school (S2069) 96% 100% 96%

they feel that their school is a safe place in which to work (S2070) 100% 100% 92%

they receive useful feedback about their work at their school (S2071) 85% 88% 83%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114) 57% 69% 79%

students are encouraged to do their best at their school (S2072) 96% 100% 96%

students are treated fairly at their school (S2073) 85% 96% 86%

student behaviour is well managed at their school (S2074) 69% 92% 68%

staff are well supported at their school (S2075) 81% 84% 83%

their school takes staff opinions seriously (S2076) 83% 84% 65%

their school looks for ways to improve (S2077) 96% 96% 83%

their school is well maintained (S2078) 85% 88% 92%

their school gives them opportunities to do interesting things (S2079) 85% 80% 70%

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality.

Parent and Community Engagement

Parents are actively involved and encouraged to participate in the education of their children. Reports are provided for parents at the middle and end of each semester. Formal parent / teacher interviews take place mid semester one and at the start of semester two. Interviews for all Year 10 students and parents take place at the end of Term 3. Individual parent / teacher interviews are available any time on request.

Parents are encouraged to contact the Principal, Head of Department or individual teachers by telephone, emails, note or homework diary to address issues which may affect their student’s learning and achievement at school. Junior school parents are given their child’s major learning goals each term.

The teaching staff email or ring individual parents about student performance, attendance and behaviour and actively seek early and positive support for intervention when required. Parents are invited to celebrate student successes and achievements through

our end of term Celebration Assemblies. The school works with parents to support students to make learning goals and career plans to make informed and appropriate choices while at school. Parents are encouraged to attend the various information nights to assist them with their child’s education. (Some of these include Meet the teachers, Subject Selection Evenings, SETP information night, Year 7 transition).

Parents and community members are encouraged to support the Parents’ and Citizens’ Association through active involvement in meetings, fundraising and the school tuckshop. The P&C is used as a sounding board for decision making in the school. There are a number of projects in which our P&C are actively involved. Some of these include: Annual Fundraising events, Meet the teacher evening, Tuckshop, Awards Evening, Working Bees, Sports – both inter-house and Interschool and PKP Presentation night.

Reducing the school’s environmental footprint

Data is sourced from the school’s annual utilities and is reliant on the accuracy of these returns. CSHS makes an active effort to reduce its water usage through using a water wise approach to its gardens. i.e. no watering after rain periods. The school’s administration and teachers promote smart and efficient use of power both at home and in the classes. Air conditioners run at 24 degrees as an recommended by Ergon and are only switched on terms one and four. The school has a solar power system installed that generates its own 7.6 kw power. It is monitored on the solar schools website. The school has established the bore to use for watering school grounds.

Environmental footprint indicators

Years Electricity kWh Water kL

2012-2013 114,519 1,935

2013-2014 135,089 0

2014-2015 144,805

*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

2015 Workforce Composition Teaching Staff* Non-teaching Staff Indigenous Staff

Headcounts 19 17 0

Full-time equivalents 17 9 0

Qualification of all teachers

Advanced Diploma

Bachelor Degree 18

Graduate Diploma etc.**

Masters 1

Doctorate 0

Total 19

01

002468

10

*Teaching staff includes School Leaders

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

Expenditure on and teacher participation in profess ional development

The total funds expended on teacher professional development in 2015 were $25,137

The major professional development initiatives are as follows:

• Training for the implementation of Australian National Curriculum • QCAA training • Curriculum specific training • Vocational Education and Training • Membership to Professional Association • Attending Professional association conferences • Beginning teachers workshops • Dimension of teaching and learning- follow on from previous years • Emerald BMA READ program • Teacher network meetings within the cluster • Literacy coaching by I4S funding of literacy coach • Peer Mentoring • Disability Services Education workshops and conferences • Leadership and coaching professional development – Principal meetings and Admin Team • Student free days – staff training in online courses and mandated training eg child protetion

The proportion of the teaching staff involved in professional development activities during 2015 was 100%%.

Average staff attendance 2013 2014 2015

Staff attendance for permanent and temporary staff and school leaders. 98% 98% 98%

Proportion of staff retained from the previous scho ol year

From the end of the previous school year, 71% of staff was retained by the school for the entire 2015 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 ‘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.

Performance of our students

Key student outcomes

Student attendance 2013 2014 2015

The overall attendance rate for the students at this school (shown as a percentage). 88% 89% 91%

The attendance rate for Indigenous students at this school (shown as a percentage). 77% 82% 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 attendance rate in 2015 for all Queensland Secondary schools was 90%.

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

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

2013 91% 86% 89% 87% 85%

2014 90% 91% 86% 88% 91%

2015 90% 93% 91% 92% 90% 90%

*From 2013, the methodology used for calculating attendance rates effectively counts 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.

Description of how non-attendance is managed by the school

Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

At Capella SHS formal rolls are taken each morning as part of Assembly/Form classes. The roll is taken by the designated form teacher signed and forwarded to the school office for entry in One School by a designated Teacher Aide. Confirmed absences are recorded by their appropriate One School code and any unconfirmed absences result in a telephone call to a parent/carer requesting a reason for their child’s absence.

Each classroom teacher is responsible for taking class rolls (performed electronically) and archiving for future reference. Any unexplained absence is immediately refered to administration for follow-up. At the end of each month, absences are scrutinized and letters sent to parents for significant absence throughout the month. Absences longer than 3 days require a medical certificate confirming student’s illness.

Early departure of late arrivals require students to sign in and sign out through the register located in the school office foyer. Students are only permitted to sign out with written permission from parent/guardian. Extended unexplained absences enact the policy SMS-PR-017 Enforcement of Compulsory Schooling and Compulsory Participation Phase. This process commences with the FTE 1- letter to parents – parents failure to attend and can escalate to FTE-6-brief – Recommendation to consent to prosecute – Failure to enroll.

Attendance is regularly reported in the school’s newsletter with articles showing the link between academic success and high attendance levels. Students with problem attendance behavior are followed up by Principal or HODs in consultation with parent and the police. Attendance awards are given to tudents with exemplary attendance.

National Assessment Program – Literacy and Numeracy (NAPLAN) results – our reading, writing, spelling, grammar and punctuation, and num eracy 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.

21

26

31

16

18

19

32

29

28

31

27

22

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

2015

2014

2013

Proportion of Students

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

Where it says ‘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.

Outcomes for our Year 12 cohorts 2013 2014 2015

Number of students receiving a Senior Statement 27 19 24

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

Number of students receiving an Overall Position (OP) 11 9 8

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

Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT). 7 2 3

Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT). 27 19 24

Number of students awarded an Australian Qualification Framework Certificate II or above. 27 19 24

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

27 18 24

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

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. 82% 78% 50%

Apparent retention rates Year 10 to Year 12 2013 2014 2015

Year 12 student enrolment as a percentage of the Year 10 student cohort. 87% 68% 89%

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

0%

Outcomes for our Year 12 cohorts 2013 2014 2015

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 16 February 2016. The above values exclude VISA students.

As at 16 February 2016. The above values exclude VISA students.

As at 16 February 2016. The above values exclude VISA students.

Certificate courses offered in 2015 were:

• Certificate 1 in Furnishing – Year 10 • Certificate 1 Information,Digital Media and Technology – (Years 10-12) • Certificate 1 in Hospitality – Year 10 • Certificate 1 in Engeneering – Year 11 &12 course • Certificate II in Rural Operations • Certificate II in Workplace Practices

Post-school destination information

At the time of publishing this School Annual Report, the results of the 2016 post-school destinations survey, Next Step – Student Destination Report (2015 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.

Students who leave before the end of the post-compulsory school phase move into full-time employment, apprenticeships or traineeships. These students are monitored to ensure that if their full time employment ceases before the end of their post-compulsory phase of education, they can then return to school. Most early leavers at Capella SHS are offered full time apprenticeships or traineeships with local industry.

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

2013 0 2 7 2 0

2014 1 3 3 2 0

2015 0 3 1 4 0

Vocational Educational Training qualification (VET)

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

Years Certificate I Certificate II Certificate III or above

2013 27 27 0

2014 18 19 0

2015 23 24 0