2013 Annual Report (Based on 2012 information)

The Springfield Anglican College is an Independent Kindergarten to Year 12 co-educational College, across two campuses, located in the South West of Brisbane, some 25 kilometers from the Brisbane CBD. The Primary Campus is located on Springfield College Drive and the Middle and Senior Campus is located on Springfield Greenbank Arterial in Springfield. The College, which entered its fourteenth year in 2012, has grown from an original enrolment of 12 students in 1998 to 778 from Prep to Year 12 in 2012, drawing students from the Greater Springfield within a 20 kilometer radius of the College. The characteristics of the student body; 372 male students and 406 female students. Indigenous students account for 2% of the student population. In 2012 the College opened The Tiny Tartan Kindergarten which caters for up to 88 students five days per fortnight. The Tiny Tartan Kindergarten has been rated as exceeding National Standards in all categories and provides a wonderful learning environment for the College’s youngest students.

The College is rapidly closing upon its capped size of just under 1,000 students. The decision to cap the overall size of the College enables the College to continue to afford all students with the individual attention they deserve, shape the curriculum to individual needs, while at the same time providing a broad range of curricular and extra-curricular activities and experiences. The College is very fortunate to have in excess of 18 hectares across the two campuses.

The Primary Campus provides a wonderful learning environment for younger students courtesy of excellent facilities. The Middle and Senior Campus is five years old. In February the College opened the new Design and Technology Centre which provides an array of highly creative learning opportunities. A strong focus is placed on ensuring all students are afforded a supportive and encouraging learning environment and flexible curriculum pathways to cater for individual needs. The College has an overt value base and a highly developed pastoral care programme. The College’s holistic approach to education is delivered within a very safe and caring environment underpinning student engagement, opportunity and success. The Primary School Programme aims to create an exciting and stimulating learning environment where students thrive through personal support, encouragement and a structured learning environment. The Primary School years are vitally important in providing a strong foundation for future learning. Highly qualified and enthusiastic staff facilitate opportunities for full understanding in key learning areas, so that each individual student can progress to the best of their ability. Programmes are designed to provide each child with the opportunity to master foundational skills in all aspects of the curriculum, with particular attention given to Literacy and Numeracy. Through a comprehensive and well-resourced academic, co-curricular and extra-curricular programme, students are given the opportunity to discover and develop their skills and talents.

The Middle Schooling Programme has a strong pastoral focus. Exponents of middle schooling often talk about the three R’s of middle schooling; relationships, relationships, relationships. This important transitional stage is structured and underpinned by a caring, supportive and encouraging campus environment. It is a time of substantial change physically, cognitively, socially and emotionally for students whose diverse needs require individual attention. The curriculum in Years Seven to Nine focuses on setting students up for success and preparing students for the rigors of Senior Schooling. The Senior Schooling Programme is designed to provide students with the foundations for a broad range of potential career pathways. Students can choose between university and trade based career pathways. In Year Ten the curriculum is established to provide students with a ‘taste’ of Year Eleven and Twelve subjects to assist students in their choice of subjects into Year Eleven. Work Experience is organised for students who are interested in finding out more about specific career pathways in Year Ten. Extensive preparation is undertaken for the QCS Test in Years Eleven & Twelve.

The College has a number of distinctive curriculum offerings designed to foster intellectually challenging learning environments and progressively support students to realise ‘Their Future”. A comprehensive monitoring of student progress lays the foundation for early intervention and extension opportunities, assists students to make appropriate subject selections and career path choices. A unique feature of the College curriculum is the flexibility afforded to students, in particular students in the Middle and Senior School. Students who are highly active in extra-curricular activities are supported to pursue their dreams via assessment modification and/or studying fewer subjects than their peers enabling students to complete their homework and assessments at school. The College has well established linkages with a range of universities, TAFE Colleges and other educational providers including the University of Southern Queensland, University of Queensland, Griffith University, Bremer TAFE, the Metropolitan Institute of Technology, the Australian Defence Force, WorkLinks and The Brisbane School of Distance Education. As a result students are able to engage in a variety of different course structures, Certificate courses, School Based Apprenticeships and Headstart (University) programmes.

The College runs a Learning Enhancement programme that caters to all students with diverse learning needs. Each year students participate in a range of state, national and international competitions in English, Mathematics and Science. At The Springfield Anglican College we value the shared education of students entrusted to our care. The role of parent in this shared education is seen as central to student achievement. All students from Year Seven to Twelve are required to set goals twice per year. Goal setting is seen as a very important means of focusing and engaging students in their learning and overall growth and development. Students at the College are also encouraged to participate in the wide array of leadership, sporting, cultural, outdoor education activities and clubs. In sport, students from Years Four to Six participate in The Associated Schools – junior competition (JTAS). Students from Years Seven to Twelve participate in The Associated Schools (TAS) competition. Both competitions provide a range of different sporting opportunities for students against other independent schools. 2012 was once again a very active year for our sportsmen and women and also had a highly successful year.

In JTAS, a total of twenty-two teams represented the College in Basketball, Softball,

Touch Rugby, Tennis, Rugby Union, Cricket and Soccer. Two teams, the Year Five Netball and Year Five Rugby Union, went through the season undefeated. In District Swimming the College team placed second and in JTAS placed fifth overall. In Cross Country the College team placed third in both the District and JTAS events. In Athletics the College team placed fourth at the District meet and second at JTAS. Students also represented the College in the Hawkes Cup (Rugby Union), in Futsal and Soccer. The Primary Equestrian had another highly successful year pacing third overall at the State Titles. In total thirty-two students were selected for Central District Teams, six in Met West Teams and five students in Queensland Teams in Equestrian and Futsal. On the Middle and Senior School Campus in total forty-five teams represented the College in TAS with a further fourteen teams representing the College in Futsal, Rugby Union, Touch Football and Soccer competitions. College teams won three Premierships in TAS and one in the Central Ipswich Secondary Schools Association. At an individual level forty-three students gained District or Regional representation, with seventeen students gaining selection to compete at State level and seven students reaching National standards of competition in Swimming, Soccer, Equestrian and Futsal.

In the Creative Arts, students have the opportunity to participate in music, dance and drama and visual arts activities. In 2012 the Creative Arts students were enthusiastically involved in a wide range of activities including Glee Club, dance troupes and clubs, drama, chamber ensembles, choirs, concert bands, string ensembles and rock band. Drama students in Years Nine, Ten and Twelve were involved in workshops with Homunculus Theatre Company and also attended professional performances of A Chorus Line at the Lyric Theatre and Summer of the Seventeenth Doll at The Play House. The College musicians and dancers had another very successful year competing at eisteddfods and festivals as well as playing at a number of school and community events. The inaugural Sydney Music Tour was an outstanding success for the fifty-four students

and six staff who attended. Students learned new and exciting skills at a workshop with musicians from the Australian Institute of Music and were also able to observe the Conservatorium High School students preparing for a concert. More than forty students achieved excellent results in AMEB and Trinity examinations in Clarinet, Cello, Flute, Percussion, Saxophone, Speech and Drama, Trumpet, Viola and Violin. How Information Technology is being used to assist learning: Across the two campuses of The Springfield College, students have a high degree of access to computers and other forms of Information Technology. The Primary Campus has one computer laboratory, computers in all classrooms, with Interactive whiteboards in most classrooms. In 2013 the College will significantly expand access to Information Communication Technologies (ICT) on the Primary Campus. The Senior Campus has one computer laboratory, with interactive whiteboards and/or data projectors in each classroom. In 2012 the College provided all Year 12 students with an iPad as a trail to gauge the educational benefit of such technology for Senior Students. Trolleys of iPads and Laptops provide students on the campus with easy access to ICT on demand.

The College uses the Moodle on-line learning system to enable students to access classwork, assessments and website links from outside of the College. Clubs and other activities: As in past years students from across the year groups participated in many different age-appropriate excursions including the Biology camp, Dreamworld, Sirromet Winery, Queensland University of Technology, Ikea, Year 7 Canberra trip, Ngutana-lui, Ipswich Art Gallery, Workshops Rail Museum, Queens Park Nature Centre and Japanese Gardens. Students also benefitted from involvement in activities on campus such as the CSIRO Lab-on-Legs, ASX Sharemarket Game, Year 10 Market Day, 2012 Literary Competition, Book Week, Chess Club, Robotics Club, Science Club, Yoga and Zumba. Students also participated in the Queensland Debating Union Competition, Robocup, Optiminds, Brainwaves; Education for Gifted and Talented students and Queensland Go-Kart Championships.

In 2012 Elevate Education once again assisted students to develop their leadership and study skills. Year Twelve students were put through a Safe Driver Programme and provided with important advice for their time beyond school. Throughout 2012 the College community was extremely active in supporting a range of charities and people in need. In 2012, College community support was extended to Anglican Board of Missions, Ipswich Cares, Clean up Australia Day, Operation Christmas Child, the Leukemia and Starlight Foundations, the Heart Foundation and Multiple Sclerosis. Year 10 students, as part of the Triple S programme (Study, Skills and Service), worked with students at the Goodna Special School, volunteered at the St Vincent de Paul Distribution Centre at Sumner Park and assisted at the Camira Community Centre.

The social climate of the College and its culture help define The Springfield Anglican College. The College prides itself on the supportive and encouraging environment that exists across both campuses. The pastoral care structure is based on year levels with Class Teachers and Form Teachers. Emphasis is placed on students being self disciplined and staying within clearly defined boundaries. The ‘TSAC Way’ articulates the value base that underpins expectations of students and is displayed in classrooms across both campuses to guide students in their decision-making. Students with diverse learning needs and students with a different cultural background are welcomed at the College and their contribution to all College activities is valued and encouraged. Students in Year 9, participate in a unique programme called The Rite Journey. This programme is taught in single sex groups and is designed to support the development of self-aware, vital, responsible, respectful and resilient adults. The College has high standards and expectations of our students. Bullying of any description is not accepted and the College has both Bullying and Child Protection policies. Bullying is openly discussed with cyber bullying seminars run for students on the Middle and Senior Campus. The Middle and Senior Students also complete an anonymous biannual survey about bullying. Results consistently reflect the safe and caring environment that exists at The College. Students on the Primary Campus have been introduced to the ‘Bucket Fillers’ programme providing a well understood age-appropriate

structure and philosophy to address potential issues. The College has a very active and supportive parent community. Across the College an ‘Open Door Policy’ exists to enable concerns to be addressed quickly and appropriately to ensure students are given every opportunity to succeed, grow and develop their talents. Regular parent-teacher interviews are held and parents are encouraged to make direct contact with teaching staff through email or by telephone. Parents are also invited to attend Parent evenings throughout the year. The Parents and Friends Association at The Springfield Anglican College is highly active each year. Parent support groups exist to support both Sport and the Performing Arts. Parents regularly assist in coaching teams, reading to younger student and volunteer to assist in the tuckshops and libraries. Parent, student and teacher satisfaction: Each year the College gathers feedback from a range of sources. The demand for places and expression of interest in working at the College in 2012 would indicate a continued high level of satisfaction. Every two years the College undertakes a full parent satisfaction Survey. In 2012, 90.6% of respondents nominated they would either highly recommend or recommend the College. School Income Broken Down by Funding Source: For information relating to funding sources, please refer to the My School Website http://myschool.edu.au PRESENTATION OF INFORMATION The Springfield Anglican College website address is http://www.tsac.qld.edu.au The school performance information is also available from the Registrar’s office registrar@tsac.qld.edu.au

STAFFING INFORMATION Staffing Composition: Total Staffing 83 with no Indigenous Staff Teaching Staff : Male 15/ Female 42

Teaching Staff 57/Non Teaching Staff 26

Qualifications of all teachers Qualification Percentage of

class- room teachers and school leaders in

Doctorate 1 Masters 8 Bachelor Degree 47 Diploma 5 Certificate 1

Staff professional development is a high priority at the College with $39,980.00 spent on staff professional development in 2012. Staff members are supported and encouraged to keep up-to-date with particular subject requirements by attending professional development sessions run by the Queensland Studies Authority and other Professional Associations including Panel representation, attending seminars and in-services in relation to Understanding by Design, Digital Pedagogy, Lead, the Australian Curriculum, NAPLAN and The Rite Journey. Teachers at The Springfield Anglican College also participated in a range of whole school professional development including policy implementation, workplace harassment, child safety and formative Anglican Induction for School Staff, integration of ICT into Pedagogical practice in a developmental and on-going manner, Diabetes training, Anaphylaxis and EpiPens, Fire training and Asthma First Aid. All staff are engaged in the College Professional Review and Development Programme requiring staff to develop a personal annual learning plan. The average staff attendance for the school based on unplanned absences of sick and emergent leave for periods of up to five days was 95%. The proportion of teaching staff retained from the previous year was 93%.

MaleFemale

Teaching

Non-Teaching

KEY STUDENT OUTCOMES The average student attendance rate as a percentage in 2012 was 93.8%. Collection period: 160 days.

Year Level % attendance for the

whole of 2012

Prep 95.9% Year 1 94.1% Year 2 94.6% Year 3 94.6% Year 4 95.0% Year 5 94.1% Year 6 94.6% Year 7 93.1% Year 8 93.9% Year 9 93.5%

Year 10 93.6% Year 11 91.5% Year 12 93.9%

Non Attendance On the Primary Campus teachers mark the student roll each morning and afternoon. A ‘pink slip’, which records any student absence, is marked by the teacher and sent to Reception by 9:00am. Reception checks the student absences against the absentee book. The absentee book is a record taken from the absentee phone line, where parents call to inform the College of a student absence. The late arrivals book is also checked against the absentees to identify any students who may have arrived after the roll has been called in class. For students who are absent without notification, parents are phoned to verify absence from College. On the Middle and Senior School Campus Attendance Rolls are marked at the beginning and end of the school day. Teachers mark their own class rolls each period. Reception is advised of any variance to the morning rolls and where required parents are contacted by phone.

NAPLAN DATA 2012 For information pertaining to the 2012 NAPLAN data, please visit http://www.myschool.edu.au School ICSEA Value: 1052

Bottom quarter Middle quarter Top quarter

9% 27% 43% 21% The apparent retention rates from Year 10 to Year 12 were 98%. The number of students who completed Senior Secondary School is 47.

Year 12 Outcomes

Number of students awarded a Senior Education Profile 47

Number of students awarded a Queensland Certificate of Individual Achievement 0

Number of students who received an Overall Position (OP) 38

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

4

Number of students awarded one or more Vocational Education and Training (VET) qualification

6

Number of students awarded a Queensland Certificate of Education at the end of Year 12

44

Number of students awarded an International Baccalaureate Diploma (IBD) 0

Percentage of Year 12 students who received an OP 1-15 or an IBD 68%

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

96%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer

86%

The Springfield Anglican College Kindergarten to Year 6 Springfield College Drive, Springfield T: 3818 5777 F: 3818 6688 The Springfield Anglican College Years 7 to 12 Springfield Greenbank Arterial, Springfield T: 3814 8100 F: 3814 8199 E: info@tsac.qld.edu.au W: www.tsac.qld.edu.au

NEXT STEP 2013 YEAR 12 DESTINATIONS The Springfield Anglican College Introduction This report documents a summary of results of the annual Next Step survey for The Springfield Anglican College. The Next Step survey, undertaken by the Queensland Government, targets all students who completed Year 12 and gained a Senior Statement in 2012, whether they attended a government, Catholic or independent school, or a TAFE secondary college. The Government Statistician conducted the survey between March and June 2013, approximately six months after the young people left school. Responses were collected via computer-assisted telephone interviewing and an online survey.

Statewide and regional reports from the Next Step survey will be available on the Next Step website in September 2013 at www.education.qld.gov.au/nextstep.

Response rate for The Springfield Anglican College Table 1 below reports the response rate for The Springfield Anglican College. It expresses the number of respondents from this school, as a percentage of all Year 12 completers who attended The Springfield Anglican College in 2012.

It has not been possible to ascertain how representative these responses are of all Year 12 completers from this school.

Table 1: Survey response rate Number of

respondents Number of students

who completed Year 12 Response rate

(%)

41 49 83.7

Definitions of main destinations The pathways of Year 12 completers were categorised into ten main destinations. Year 12 completers who were both studying and working were reported as studying for their main destination. A table defining these categories can be found in the statewide report at www.education.qld.gov.au/nextstep.

Summary of findings In 2013, 73.2 per cent of young people who completed Year 12 at The Springfield Anglican College in 2012 continued in some recognised form of education and training in the year after they left school.

The most common study destination was Bachelor Degree (48.8 per cent). The combined VET study destinations accounted for 24.4 per cent of respondents, including 14.6 per cent in campus-based VET programs, with 9.8 per cent of Year 12 completers entering programs at Certificate IV level or higher.

9.8 per cent commenced employment-based training, all as apprentices.

In addition to the above study destinations, a further 9.8 per cent of respondents from this school deferred a tertiary offer in 2013 (deferrers are shown in Figure 1 in their current destination).

26.8 per cent did not enter post-school education or training, and were either employed (22.0 per cent) or seeking work (4.9 per cent).

Figure 1: Main destination of Year 12 completers

48.8%

9.8%

2.4%2.4%

9.8%

9.8%12.2%

4.9%

24.4%

VET Categories

Bachelor Degree (48.8%)

VET Cert IV+ (9.8%)

VET Cert III (2.4%)

VET Cert I–II/other (2.4%)

Apprentice (9.8%)

Working full-time (9.8%)

Working part-time (12.2%)

Seeking work (4.9%)

The Springfield Anglican College

Authors The Next Step team, Department of Education, Training and Employment

Acknowledgments The Next Step team gratefully acknowledges the assistance of the members of the Next Step survey Reference Group and the organisations they represent:

Association of Heads of Independent Schools of Australia (Qld branch)

Association of Principals of Catholic Secondary Schools of Queensland

Department of Education, Training and Employment

Education Queensland

Government Statistician

Independent Schools Queensland

Queensland Catholic Education Commission

Queensland Secondary Principals' Association

Queensland Studies Authority

Queensland University of Technology

The Next Step team extends sincere thanks to the many thousands of Queensland Year 12 completers who gave up their time to participate in the survey.

This research is funded by the Queensland Government.

This work is licensed under an Australian Creative Commons Attribution licence http://creativecommons.org/licenses/by/3.0/au/ © State of Queensland (2013)

Next Step The Springfield Anglican College 2013 1

List of Tables Table 1: Survey Response Rate ................................................................................................................... 4 Table 2: Main destination of Year 12 completers, by sex............................................................................... 6 Table 3: Post-school institution of Year 12 completers in education or training .............................................. 8 Table 4: Field of study of Year 12 completers in education or training, by sex ............................................... 8 Table 5: Occupational Sub-Major group of Year 12 completers in employment, by sex ................................. 9 Table 6: Industry category of Year 12 completers in employment, by sex ..................................................... 9 Table 7: Main reason of Year 12 completers for not studying, by sex .......................................................... 11 Table A1: Main Destination Categorisations .................................................................................................. 13 Table A2: Fields of study ............................................................................................................................... 14 Table A3: Industry categories ........................................................................................................................ 15 Table A5: Acronyms and Abbreviations ......................................................................................................... 18

List of Figures Figure 1: Main destination of Year 12 completers ........................................................................................... 5 Figure 2: Main destination of Year 12 completers, by sex............................................................................... 6 Figure 3: Main destination of Year 12 completers for The Springfield Anglican College, Ipswich and

Queensland..................................................................................................................................... 7 Figure 4: Main destination of Year 12 completers, The Springfield Anglican College 2011–2013 ................... 7 Figure 5: Main reason of Year 12 completers for not studying, by Ipswich and Queensland ......................... 11 Figure A4A: Statistical Area Level 4 – Queensland ........................................................................................... 16 Figure A4B: Statistical Area Level 4 – South East Queensland ......................................................................... 17

2 Next Step The Springfield Anglican College 2013

Purpose The purpose of this report is to inform the school principal and school community of the destinations of students from The Springfield Anglican College who completed Year 12 in 2012. This is one indicator of the outcomes of schooling.

A school may choose to use this information to:

• Review its senior schooling programs and services, e.g. subject offerings, career advice, links with employers and/or tertiary institutions

• Contribute to its reporting to parents, e.g. through its newsletter, annual reporting documents, website.

This report has been provided to the school and its school system, where this applies. The school may publish this report, if it wishes.

Source of information This report is based on the results of the annual Next Step survey for The Springfield Anglican College. The Next Step survey, undertaken by the Queensland Government, targets all students who completed Year 12 and gained a Senior Statement in 2012, whether they attended a government, Catholic or independent school, or a TAFE secondary college. The Government Statistician conducted the survey between March and June 2013, approximately six months after the young people left school. Responses were collected via computer-assisted telephone interviewing and an online survey.

The survey results were compiled and reported on by the Next Step team, Department of Education, Training and Employment.

Care should be taken in publicly using figures of less than three responses or percentages based on less than three responses.

Privacy statement To protect the privacy of individuals participating in the survey, this report contains summarised information only.

Further information and feedback Statewide and regional reports from the Next Step survey will be available on the Next Step website in September 2013 at www.education.qld.gov.au/nextstep

Please contact the Next Step project team if you would like to:

• provide feedback on the Next Step survey or report

• ask a query about your school’s data

• request additional data

Next Step project team contact details:

Phone: (07) 3237 0848

Email: nextstep@dete.qld.gov.au

Next Step The Springfield Anglican College 2013 3

Summary of findings In 2013, 73.2 per cent of young people who completed Year 12 at The Springfield Anglican College in 2012 continued in some recognised form of education and training in the year after they left school.

The most common study destination was Bachelor Degree (48.8 per cent). The combined VET study destinations accounted for 24.4 per cent of respondents, including 14.6 per cent in campus-based VET programs, with 9.8 per cent of Year 12 completers entering programs at Certificate IV level or higher.

9.8 per cent commenced employment-based training, all as apprentices.

In addition to the above study destinations, a further 9.8 per cent of respondents from this school deferred a tertiary offer in 2013 (deferrers are shown in Figure 1 in their current destination).

26.8 per cent did not enter post-school education or training, and were either employed (22.0 per cent) or seeking work (4.9 per cent).

There are a range of differences between and within school, regional and statewide destinations. Care should be taken when interpreting comparative data as the findings may relate to groups of different sizes.

Response rate for The Springfield Anglican College Table 1: Survey Response Rate

Number of respondents

Number of students who completed Year 12

Response rate (%)

41 49 83.7

Table 1 reports the response rate for The Springfield Anglican College. It expresses the number of respondents from this school, as a percentage of all Year 12 completers who attended The Springfield Anglican College in 2012.

It has not been possible to ascertain how representative these responses are of all Year 12 completers from The Springfield Anglican College.

Please note that some survey participants did not provide information for particular survey questions. As a result, the number of responses shown in Table 3 onwards may not reflect the totals reported for the main destinations appearing in Table 2.

4 Next Step The Springfield Anglican College 2013

Main destination The pathways of Year 12 completers were categorised into 10 main destinations. Year 12 completers who were both studying and working were reported as studying for their main destination. Please refer to Appendix 1 for more details about each main destination.

Figure 1: Main destination of Year 12 completers

48.8%

9.8%

2.4%2.4%

9.8%

9.8%

12.2%

4.9%

24.4%

VET Categories

Bachelor Degree (48.8%) VET Cert IV+ (9.8%)

VET Cert III (2.4%) VET Cert I–II/other (2.4%)

Apprentice (9.8%) Working full-time (9.8%)

Working part-time (12.2%) Seeking work (4.9%)

Figure 1 reports the main destinations of Year 12 completers from The Springfield Anglican College.

Next Step The Springfield Anglican College 2013 5

Figure 2: Main destination of Year 12 completers, by sex

0

2

4

6

8

10

12

number

Male Female

Figure 2 reports the main destinations of male and female Year 12 completers from The Springfield Anglican College as numbers.

Table 2: Main destination of Year 12 completers, by sex SEX

Main destination Male Female Total

no. no. no. % Bachelor Degree 8 12 20 48.8 VET VET Cert IV+ 1 3 4 9.8

VET Cert III 0 1 1 2.4

VET Cert I–II/other 1 0 1 2.4

Apprentice 3 1 4 9.8

Trainee 0 0 0 0.0

VET Total 5 5 10 24.4 Working Working full-time 2 2 4 9.8

Working part-time 0 5 5 12.2

Working Total 2 7 9 22.0

Seeking work 0 2 2 4.9 NILFET 0 0 0 0.0

Total 15 26 41 100.0

Table 2 reports the main destinations of Year 12 completers from The Springfield Anglican College as numbers and percentages.

6 Next Step The Springfield Anglican College 2013

Figure 3: Main destination of Year 12 completers for The Springfield Anglican College, Ipswich and Queensland

0

10

20

30

40

50

%

The Springfield Anglican College Ipswich Queensland

Figure 3 compares the main destinations of all Year 12 completers for The Springfield Anglican College with those of Ipswich and all schools statewide. Differences may reflect diversity in the types of students attending different schools, regional variation in labour markets and access to university and VET providers. Regional areas are based on the Australian Statistical Geography Standard; the boundaries for these areas are shown in Appendix 4.

Figure 4: Main destination of Year 12 completers, The Springfield Anglican College 2011–2013

0

10

20

30

40

50

%

2011 2012 2013

Figure 4 compares the main destinations Year 12 completers from The Springfield Anglican College against previous years.

Next Step The Springfield Anglican College 2013 7

Education and Training Table 3: Post-school institution of Year 12 completers in education or training

Institution no. The University of Queensland 6 Griffith University 5 Queensland University of Technology 4 University of Southern Queensland 3 Southbank Institute of Technology 2 Private Training College 2 Australian Catholic University 2 The Bremer Institute of TAFE 1 SkillsTech Australia 1 Qantm College 1 Other/Unspecified Queensland TAFE 1 Brisbane North Institute of TAFE 1 Other 1

Total 30

Table 3 reports the names of the institutions entered by Year 12 completers from The Springfield Anglican College.

Table 4: Field of study of Year 12 completers in education or training, by sex SEX

Field of studya Male Female Total

no. no. no. Health 2 3 5 Creative Arts 0 4 4 Food, Hospitality and Personal Services 2 2 4 Society and Culture 2 2 4 Management and Commerce 2 1 3 Architecture and Building 1 1 2 Engineering and Related Technologies 2 0 2 Natural and Physical Sciences 0 2 2 Double Field of Study 0 1 1 Education 0 1 1 Information Technology 1 0 1 Other 1 0 1

Total 13 17 30 a Field of study based on the Australian Standard Classification of Education (ABS cat. no.1272.0) See Appendix 2 for more

details.

Table 4 reports field of study for Year 12 completers from The Springfield Anglican College who entered a study destination and provided field of study information.

8 Next Step The Springfield Anglican College 2013

Employment Table 5: Occupational Sub-Major group of Year 12 completers in employment, by sex

SEX

Occupation – Sub-Major groupa Male Female Total

no. no. no. Sales Support Workers 0 6 6 Sales Assistants and Salespersons 2 3 5 Hospitality Workers 0 3 3 Other Technicians and Trades Workers 2 1 3 Inquiry Clerks and Receptionists 0 2 2 Automotive and Engineering Trades Workers 1 0 1 Clerical and Office Support Workers 0 1 1 Education Professionals 0 1 1 Food Preparation Assistants 0 1 1 Food Trades Workers 0 1 1 General Clerical Workers 0 1 1 Labourers nfd 1 0 1 Legal, Social and Welfare Professionals 1 0 1 Machine and Stationary Plant Operators 1 0 1 Other Labourers 1 0 1

Total 9 20 29 a Occupational groups based on the Australian and New Zealand Classification of Occupations (ABS cat. no. 1220.0).

Table 5 reports the occupations of all Year 12 completers from The Springfield Anglican College who were employed, and provided information on the nature of their job (including those who were also in study or training).

Table 6: Industry category of Year 12 completers in employment, by sex SEX

Industry categorya Male Female Total

no. no. no. Retail Trade 2 8 10 Accommodation and Food Services 1 6 7 Other Services 3 1 4 Arts and Recreation Services 0 2 2 Manufacturing 1 1 2 Education and Training 1 0 1 Electricity, Gas, Water and Waste Services 1 0 1 Health Care and Social Assistance 0 1 1 Public Administration and Safety 0 1 1

Total 9 20 29 a Industry categories based on the Australian and New Zealand Standard Industrial Classification (ABS cat. no. 1292.0).

See Appendix 3 for more details.

Table 6 reports the industries entered by all Year 12 completers from The Springfield Anglican College who were employed and provided industry category information (including those who were also in study or training).

Next Step The Springfield Anglican College 2013 9

Vocational Education and Training in schools Data on this group of Year 12 completers could not be provided for one of the following reasons:

1. There were no respondents who obtained a VET qualification from this school.

2. There were an insufficient number of respondents who obtained a VET qualification to provide information that guarantees individual respondents cannot be identified (as required by privacy legislation).

School-based apprenticeships and traineeships Data on this group of Year 12 completers could not be provided for one of the following reasons:

1. There were no respondents who participated in a SAT from this school.

2. There were an insufficient number of respondents who participated in a SAT to provide information that guarantees individual respondents cannot be identified (as required by privacy legislation).

Indigenous students Data on this group of Year 12 completers could not be provided for one of the following reasons:

1. There were no Indigenous respondents from this school.

2. There were an insufficient number of Indigenous respondents to provide information that guarantees individual respondents cannot be identified (as required by privacy legislation).

10 Next Step The Springfield Anglican College 2013

Not in Study Table 7: Main reason of Year 12 completers for not studying, by sex

SEX

Main reason Male Female Total

no. no. no. Undecided and considering options 1 2 3 Waiting for course/training to begin 0 2 2 Wanted a break from study 0 2 2 Don't meet the entry criteria for the program I want to do 0 1 1 Family commitments - excluding pregnancy/parenting own child 0 1 1 Going into, or already in, the armed services 1 0 1 Would have to move away from home 0 1 1

Total 2 9 11

Table 7 reports the main reason for not studying given by Year 12 completers from The Springfield Anglican College who were not in study at the time of the survey.

Figure 5: Main reason of Year 12 completers for not studying, by Ipswich and Queensland

0 5 10 15 20

Other

Going into, or already in, the armed services

Don't meet the entry criteria for the program I want to do

Course fees and other costs are a barrier

Waiting for course/training to begin

Looking for an apprenticeship/traineeship

Wanted to earn own money

Not interested in further study/already finished studying

Wanted a break from study

Undecided and considering options

%

Ipswich Queensland

Figure 5 reports the main reasons for not studying given by Year 12 completers from Ipswich and Queensland who were not in study at the time of the survey.

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Not in the labour force, education or training Data reporting the main reason for not looking for work of Year 12 completers who were not in the labour force, education or training at the time of the survey, could not be provided for one of the following reasons:

1. There were no respondents to this question from this school.

2. There were an insufficient number of respondents to provide information that guarantees individual respondents cannot be identified (as required by privacy legislation).

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Appendix 1 – Main destination categorisation Table A1: Main Destination Categorisations

Education and Training – Higher Education

Bachelor Degreea Studying at Bachelor Degree level (including Honours).

Education and Training – VET categories

VET Cert IV+a Studying at Certificate IV, Diploma, Advanced Diploma or Associate Degree level (excluding apprentices and trainees).

VET Cert IIIa Studying at Certificate III level (excluding apprentices and trainees).

VET Cert I–II/othera Studying at Certificate I or II level (excluding apprentices and trainees). This category also includes students in an unspecified VET course, or in other basic courses (e.g. short courses) and with an unknown course level.

Apprentice Employment-based apprenticeship.

Trainee Employment-based traineeship.

Employment

Working full-time Working full-time (35 hours or more per week) and not in an education or training destination. This includes people with part-time or casual jobs that total 35 hours or more.

Working part-time Working part-time or casual (fewer than 35 hours per week) and not in an education or training destination.

Seeking work Looking for work and not in an education or training destination.

Not in Education, Training or Employment

NILFET Not in education or training, not working and not seeking work.

a Some respondents are also in the labour market

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Appendix 2 – Fields of study Table A2: Fields of study

Field of studya Examples

Natural and Physical Sciences Science, Applied Science, Laboratory Technology, Biomedical Science, Forensic Science

Information Technology Information Technology, Network Engineering, Software Design, Web Design

Engineering and Related Technologies Engineering, Automotive Mechanics, Electro Technology, Refrigeration, Aviation, Electrical Apprenticeship

Architecture and Building Building, Architecture, Carpentry, Interior Design, Regional and Urban Planning, Surveying

Agriculture, Environmental and Related Studies

Horticulture, Land Management, Environmental Science, Agricultural Science, Marine Studies

Health Nursing, Sport Science, Occupational Therapy, Medicine, Pharmacy, Fitness, Physiotherapy

Education Primary Education, Secondary Education, Learning Management, Early Childhood Education

Management and Commerce Business, Accounting, Business Management, Commerce, Tourism, Real Estate, Marketing

Society and Culture Law, Arts, Youth Work, Journalism, Social Science, Psychology, Social Work

Creative Arts Fine Arts, Visual Arts, Music, Multimedia, Graphic Design, Performing Arts, Photography

Food, Hospitality and Personal Services

Hospitality, Hotel Management, Hairdressing, Kitchen Operations, Commercial Cookery

Mixed Field Programs Adult Tertiary Preparation, Creative Industries, Vocational Skills Development, Bridging Courses

Double Field of Study University students undertaking double degrees (e.g. Business/Laws)

a Field of study based on the Australian Standard Classification of Education (ABS cat. no.1272.0)

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Appendix 3 – Industry categories Table A3: Industry categories

Industry categorya Examples of occupations in this industry

Retail Trade Sales Assistant, Cashier, Storeperson, Retail Trainee, Shelf Filler, Pharmacy Assistant, Console Operator

Accommodation and Food Services Waiter, Bartender, Kitchen Hand, Pizza Maker, Apprentice Chef, Fast Food Server, Hotel Receptionist

Construction Labourer, Apprentice (Carpenter, Tiler, Bricklayer, Painter, Plumber, Plasterer, Roofer), Trades Assistant

Manufacturing Factory Hand, Apprentice (Joiner, Fitter, Boilermaker, Cabinet Maker), Labourer, Machine Operator

Health Care and Social Assistance Dental Assistant, Personal Carer, Child Care Assistant, Nanny, Medical Receptionist, Nursing Assistant

Agriculture, Forestry and Fishing Fruit Picker, Packer, Farm, Station Hand, Nursery Assistant, Market Gardener, Deck Hand

Education and Training Teacher Aide, Tutor, Swimming Instructor, Music Teacher, Administration Assistant, Sports Coach, Library Assistant

Electricity, Gas, Water and Waste Services

Apprentice (Electrician, Linesman, Plumber, Refrigeration Mechanic), Garbage Truck Driver

Rental, Hiring and Real Estate Services Sales Trainee, Office Assistant, Trainee Property Manager, Receptionist, Video Store Clerk

Information Media and Telecommunications

Cinema Attendant, Cadet Journalist, Library Assistant, Telecommunications Trainee, Data Entry Clerk

Transport, Postal and Warehousing Courier, Customs Clerk, Furniture Removalist, Ticket Inspector, Flight Attendant, Mail Sorter, Transport Officer

Financial and Insurance Services Bank Teller, Administrative Assistant, Accounts Clerk, Loans Processor, Trainee Accountant, Customer Service Operator

Wholesale Trade Warehouse Clerk, Storeperson, Driver, Packer, Factory Hand, Labourer, Cleaner

Public Administration and Safety Defence Cadet, Administrative Officer, Soldier, Trainee Firefighter, Police Cadet, Locksmith

Administrative and Support Services Call Centre Operator, Gardener, Trainee Travel Agent, Cleaner, Office Assistant, Telemarketer

Mining Apprentice (Fitter, Electrician, Boilermaker), Plant Operator, Drillers Assistant, Laboratory Assistant, Office Assistant

Arts and Recreation Services Fitness Instructor, Theatre Attendant, Netball Umpire, Theme Park Host, Lifeguard, Museum Attendant

Professional, Scientific and Technical Services

Laboratory Assistant, Trainee Draftsperson, Software Technician, IT Trainee

Other Services Apprentice (Mechanic, Panel Beater, Hairdresser), Parking Attendant, Trainee Beautician, Photo Lab Assistant

a Industry categories based on the Australian and New Zealand Standard Industrial Classification (ABS cat. no. 1292.0)

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Appendix 4 – Statistical Area Level 4 – Queensland, ABS, 2011

Figure A4A: Statistical Area Level 4 – Queensland

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Figure A4B: Statistical Area Level 4 – South East Queensland

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Appendix 5 – Acronyms and Abbreviations Table A5: Acronyms and Abbreviations

Acronym or abbreviation

ABS Australian Bureau of Statistics

Campus-based VET All VET categories excluding Apprentice and Trainee

nfd Not further defined

NILFET Not in the labour force, education or training

SAT School-based Apprenticeship and Traineeship

TAFE Technical and Further Education

VET Vocational Education and Training

For further information about terminology used throughout this report, refer to the glossary of the statewide or regional Next Step reports.

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