2014

Annual Report (Based on 2013 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 kilometres from the Brisbane CBD. The Primary Campus is located on Springfield College Drive with the Secondary Campus located on Springfield Greenbank Arterial in Springfield. The College, which entered its fifteenth year in 2013, has grown from an original enrolment of 12 students in 1998 to 793 from Prep to Year 12 in 2013, drawing students from Greater Springfield and surrounding suburbs within a 20 kilometre radius of the College. The characteristics of the student body are 390 male students and 403 female students. Indigenous students account for 2% of the student population. In 2013 The Tiny Tartan Kindergarten entered its second year of operation. The Tiny Tartan Kindergarten 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 1,000 students, Prep to Year Twelve. 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 dynamic learning environment for younger students courtesy of excellent facilities. The Secondary Campus is six years old. During 2013 the College constructed a new Multi-purpose Centre and additional sports courts and began planning for the construction of a Creative Arts Precinct, a Year Seven and Languages Classroom Block and change facilities for Physical Education and Sport, which collectively will transform the Secondary Campus.

Across the College 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 ‘Positive Education’ 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 are highly active in extra-curricular activities. In some cases modifications are made to subject offerings enabling students to complete their homework and assessments at

school and fully commit to their extensive outside of school interests without impacting on their academic progress. The College continues to be very fortunate to have a strong association with a number of Universities, TAFE Colleges, other educational providers and business houses including the University of Southern Queensland, University of Queensland, Griffith University, Queensland University of Technology, Bremer TAFE, Metropolitan South Institute of Technology, the Australian Defence Force, Skillstech and WorkLinks. These linkages are greatly valued as they enable students to pursue a range of alternative pathways. 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. In 2013 far greater emphasis was placed on extension and enrichment activities to extend more able students.

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 Greater Brisbane Conference (GBC) of The Associated Schools (TAS) competition. Both competitions provide a range of different sporting opportunities for students against other independent schools The College has a well-entrenched Saturday sport culture with high levels of student participation and extremely well supported by parents each week. On the Primary Campus, College history was made in a number of areas on the sports field during the year, from both an individual and team perspective. Through its participation in the Junior TAS competition, the College achieved unprecedented success in 2013, highlighted by the victory in the JTAS Athletics Carnival Red Division.

Twenty-three teams competed in the JTAS weekend sport competition during the year across eight different sports. The College continued its participation in the Central Districts sporting competition, with the Cross Country team winning its division for the first time. The College also finished second in its division at the Swimming and Athletics Carnivals. Thirty-three students from the Primary Campus gained selection in Districts representative teams during the year, with ten of those students gaining further selection in Regional representative teams. In GBC Sport the College won twelve Premierships, one CISSSA Premiership, with seventy senior teams competing during the year in a variety of competitions. In total sixty-eight students represented at either Regional, State or National level.

Across the Creative Arts 2013 was a year of significant growth and also a year of many “firsts” – most notably, the first full length professional musical, inaugural Inter-Clan Creative Arts Festivals, first combined choral and orchestral item at NOC and first session of AMEB examinations at the College. Undoubtedly the highlight of the year was the College’s musical production of Rodgers and Hammerstein’s “The King and I”. The production involved almost 80 students in the areas of Drama, Dance, Music, Visual Art and Stage Management. For such a young College the level of professionalism achieved was really outstanding.

Dance students competed very successfully at the Ipswich Eisteddfod and Beenleigh Eisteddfods. The elusive “first” place became a reality in 2013 with the Senior JFH Ensemble winning the Jazz section at the Ipswich Eisteddfod. The Concert Band achieved a “Gold” award at the Brisbane Schools Band Festival in October. Six students were offered places at the State Honours Ensemble Programme at the Conservatorium of Music. Our students again performed admirably in AMEB examinations from Preliminary Level to Grade Level Five, with over 80% achieving Credit, Honours and High Distinction results. Across the two campuses of The Springfield Anglican College, students have a high degree of access to computers and other forms of Information Technology.

Students in Kindergarten through to Year Six developed their ICT skills through access to a computer laboratory, iPads and Netbooks. Interactive whiteboards in all classrooms also provide students with stimulating and creative learning programmes. The Secondary Campus has two computer laboratories, with interactive whiteboards and/or data projectors in each classroom. In 2013 the College provided all Year 12 students with an iPad. Trolleys of iPads and Laptops provide students across 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 such as 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 the Japanese Gardens. Students benefitted from involvement in activities on campus such as the CSIRO Lab-on-Legs, ASX Sharemarket Game, Year 10 Market Day, 2013 Literary Competition, Book Week, Chess Club, Robotics Club, Science Club, Cheerleading and Dance Clubs.

Students also participated in the Queensland Debating Union Competition, Robocup, Optiminds, Brainwaves; Education for Gifted and Talented students and Queensland Go-Kart Championships. In 2013 Elevate Education once again assisted students to develop their leadership and study skills. Three Senior School students attended the Anglican School’s Student’s Network Conference held in Alexander Headlands with the College Chaplain. Year Twelve students were put through a Safe Driver Programme and provided with important advice for their time beyond school. Floods again hit parts of Queensland earlier in the year, the students at the College enthusiastically raised funds to help alleviate the suffering. For the Archbishop’s Emergency Flood Appeal $2,234 was raised which was sent to St Luke’s Anglican School in Bundaberg for their aid to needy families affected by the floods.

This year, once again, students and staff across both campuses actively supported a number of charities and organizations including Anglicare, local Aged Care Facilities, Goodna Special School, St Vincent de Paul, Operation Christmas Child, Bandanna Day for Canteen, Ride for a Cure, the Wildcare Organisation and Animal Welfare and the Multiple Sclerosis Moonlight Walk. 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 ‘Positive Education’ 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 Secondary 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. Teachers and students on the Primary Campus implemented 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 2013 would indicate a continued high level of satisfaction. Every two years the College undertakes a full parent satisfaction Survey. In 2013, 93% 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 Further information on the school and its policies is also available from the Head of College info@tsac.qld.edu.au

STAFFING INFORMATION Staffing Composition: Total Staffing 97 with no Indigenous Staff Teaching Staff: Male 16/ Female 51

Teaching Staff 67/Non-Teaching Staff 30

Qualifications of all teachers Qualification Percentage of

class- room teachers and school leaders in the school

Doctorate 2

Masters 11

Bachelor Degree 57

Diploma 10

Certificate 0

MaleFemale

Teaching

Non-Teaching

Staff professional development is a high priority at the College with $40,693.00 spent on professional development for teachers in 2013. 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 expenditure on professional development in 2013 per teacher was $616.56. 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 95%.

KEY STUDENT OUTCOMES The average student attendance rate as a percentage in 2013 was 95.6%. Collection period: 182 days.

Year Level % attendance for the

whole of 2013

Prep 95.3%

Year 1 96.8%

Year 2 94.9%

Year 3 97.6%

Year 4 97.2%

Year 5 96.4%

Year 6 97.2%

Year 7 96.8%

Year 8 96.0%

Year 9 96.2%

Year 10 92.8%

Year 11 94.0%

Year 12 93.7%

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 Secondary 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 2013 For information pertaining to the 2013 NAPLAN data, please visit http://www.myschool.edu.au

School ICSEA Value: 1067 Bottom quarter Middle quarter Top quarter

9% 26% 34% 31%

The apparent retention rates from Year 10 to Year 12 were 85.92%.

The number of students who completed Senior Secondary School is 57.

Year 12 Outcomes

Number of students awarded a Senior Education Profile

57

Number of students awarded a Queensland Certificate of Individual Achievement

0

Number of students who received an Overall Position (OP)

37

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

7

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

51

Number of students awarded an International Baccalaureate Diploma (IBD)

0

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

81%

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

91%

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

84%

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 2014 YEAR 12 DESTINATIONS The Springfield Anglican College Introduction This page presents 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 2013, whether they attended a government, Catholic or independent school, or a TAFE secondary college. The Queensland Government Statistician’s Office conducted the survey between March and June 2014, 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 2014 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 2013.

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, The Springfield Anglican College 2014 Number of

respondents Number of students

who completed Year 12 Response rate

(%)

58 61 95.1

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 2014, 77.6 per cent of young people who completed Year 12 at The Springfield Anglican College in 2013 continued in some recognised form of education and training in the year after they left school.

The most common study destination was Bachelor Degree (58.6 per cent). The combined VET study destinations accounted for 19.0 per cent of respondents, including 13.8 per cent in campus-based VET programs, with 6.9 per cent of Year 12 completers entering programs at Certificate IV level or higher.

5.2 per cent commenced employment-based training, either as an apprentice (1.7 per cent) or trainee (3.4 per cent).

In addition to the above study destinations, a further 12.1 per cent of respondents from this school deferred a tertiary offer in 2014 (deferrers are shown in Figure 1 in their current destination).

22.4 per cent did not enter post-school education or training, and were either employed (19.0 per cent), seeking work (1.7 per cent) or not in the labour force, education or training (1.7 per cent).

Figure 1: Main destination of Year 12 completers, The Springfield Anglican College 2014

58.6%

6.9%

6.9%

1.7%

3.4%

19.0%

1.7%1.7%

19.0%

VET Categories

Bachelor Degree (58.6%)

VET Cert IV+ (6.9%)

VET Cert I–II/other (6.9%)

Apprenticeship (1.7%)

Traineeship (3.4%)

Part-time employment (19.0%)

Seeking work (1.7%)

NILFET (1.7%)

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 (Queensland branch)

Association of Principals of Catholic Secondary Schools of Queensland

Independent Schools Queensland

Queensland Catholic Education Commission

Queensland Curriculum and Assessment Authority

Queensland Government Statistician’s Office

Queensland Secondary Principals' Association

Queensland University of Technology

State Schools Division, Department of Education, Training and Employment

Training and Employment Division, Department of Education, Training and Employment

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 (2014)

Next Step The Springfield Anglican College 2014 1

List of Tables Table 1: Survey Response Rate, The Springfield Anglican College 2014 ...................................................... 4 Table 2: Main destination of Year 12 completers, by sex, The Springfield Anglican College 2014 ................. 6 Table 3: Post-school institution of Year 12 completers in education or training, The Springfield

Anglican College 2014 .................................................................................................................... 8 Table 4: Field of study of Year 12 completers in education or training, by sex, The Springfield

Anglican College 2014 .................................................................................................................... 8 Table 5: Occupational Sub-Major group of Year 12 completers in employment, by sex, The

Springfield Anglican College 2014 ................................................................................................... 9 Table 6: Industry category of Year 12 completers in employment, by sex, The Springfield

Anglican College 2014 .................................................................................................................... 9 Table 7: Main reason of Year 12 completers for not studying, by sex, The Springfield Anglican

College 2014 ................................................................................................................................. 10 Table A1: Main Destination Categorisations .................................................................................................. 12 Table A2: Fields of study ............................................................................................................................... 13 Table A3: Industry categories ........................................................................................................................ 14 Table A5: Acronyms and Abbreviations ......................................................................................................... 17

List of Figures Figure 1: Main destination of Year 12 completers, The Springfield Anglican College 2014 ............................. 5 Figure 2: Main destination of Year 12 completers, by sex, The Springfield Anglican College 2014 ................. 6 Figure 3: Main destination of Year 12 completers, The Springfield Anglican College, Ipswich and

Queensland 2014 ............................................................................................................................ 7 Figure 4: Main destination of Year 12 completers, The Springfield Anglican College 2011–2014 ................... 7 Figure 5: Main reason of Year 12 completers for not studying, by Ipswich and Queensland 2014 ................ 11 Figure A4A: Statistical Area Level 4 – Queensland ........................................................................................... 15 Figure A4B: Statistical Area Level 4 – South East Queensland ......................................................................... 16

2 Next Step The Springfield Anglican College 2014

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 2013. 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 2013, whether they attended a government, Catholic or independent school, or a TAFE secondary college. The Queensland Government Statistician’s Office conducted the survey between March and June 2014, 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 are available on the Next Step website 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, reports or request additional data.

Next Step project team contact details:

Phone: (07) 3513 6868

Email: nextstep@dete.qld.gov.au

Next Step The Springfield Anglican College 2014 3

Summary of findings In 2014, 77.6 per cent of young people who completed Year 12 at The Springfield Anglican College in 2013 continued in some recognised form of education and training in the year after they left school.

The most common study destination was Bachelor Degree (58.6 per cent). The combined VET study destinations accounted for 19.0 per cent of respondents, including 13.8 per cent in campus-based VET programs, with 6.9 per cent of Year 12 completers entering programs at Certificate IV level or higher.

5.2 per cent commenced employment-based training, either as an apprentice (1.7 per cent) or trainee (3.4 per cent).

In addition to the above study destinations, a further 12.1 per cent of respondents from this school deferred a tertiary offer in 2014 (deferrers are shown in Figure 1 in their current destination).

22.4 per cent did not enter post-school education or training, and were either employed (19.0 per cent), seeking work (1.7 per cent) or not in the labour force, education or training (1.7 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, The Springfield Anglican College 2014

Number of respondents

Number of students who completed Year 12

Response rate (%)

58 61 95.1

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 2013.

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 2014

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, The Springfield Anglican College 2014

58.6%

6.9%

6.9%

1.7%

3.4%

19.0%

1.7%1.7%

19.0%

VET Categories

Bachelor Degree (58.6%) VET Cert IV+ (6.9%)

VET Cert I–II/other (6.9%) Apprenticeship (1.7%)

Traineeship (3.4%) Part-time employment (19.0%)

Seeking work (1.7%) NILFET (1.7%)

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

Next Step The Springfield Anglican College 2014 5

Figure 2: Main destination of Year 12 completers, by sex, The Springfield Anglican College 2014

0

5

10

15

20

25

no.

Male Female

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

Table 2: Main destination of Year 12 completers, by sex, The Springfield Anglican College 2014

SEX

Main destination Male Female Total

no. no. no. % Bachelor Degree 11 23 34 58.6 VET

VET Cert IV+ 2 2 4 6.9

VET Cert III 0 0 0 0.0

VET Cert I–II/other 3 1 4 6.9

Apprenticeship 0 1 1 1.7

Traineeship 0 2 2 3.4

VET Total 5 6 11 19.0 Work

Full-time employment 0 0 0 0.0

Part-time employment 2 9 11 19.0

Work Total 2 9 11 19.0 Seeking work 1 0 1 1.7 NILFET 0 1 1 1.7

Total 19 39 58 100.0

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

6 Next Step The Springfield Anglican College 2014

Figure 3: Main destination of Year 12 completers, The Springfield Anglican College, Ipswich and Queensland 2014

0

10

20

30

40

50

60

%

The Springfield Anglican College Ipswich Queensland

Figure 3 compares the main destinations of Year 12 completers from 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 2011–2014

0

10

20

30

40

50

60

%

2011 2012 2013 2014

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

Next Step The Springfield Anglican College 2014 7

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

Springfield Anglican College 2014 Institution no. The University of Queensland 15 Queensland University of Technology 8 Griffith University 6 University of Southern Queensland 5 Southbank Institute of Technology 3 Other private training college 2 Other/Unspecified Queensland university 1 Metropolitan South Institute of TAFE 1 James Cook University 1 Interstate university 1 Australian Catholic University 1

Total 44

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, The Springfield Anglican College 2014

SEX

Field of studya Male Female Total

no. no. no. Society and Culture 3 9 12 Health 0 5 5 Management and Commerce 1 3 4 Natural and Physical Sciences 2 2 4 Education 1 2 3 Engineering and Related Technologies 3 0 3 Information Technology 2 1 3 Architecture and Building 0 2 2 Creative Arts 1 1 2 Food, Hospitality and Personal Services 0 2 2 Mixed Field Programs 2 0 2 Double Field of Study 0 1 1 Other 1 0 1

Total 16 28 44 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 the field of study for Year 12 completers from The Springfield Anglican College who entered a study destination.

8 Next Step The Springfield Anglican College 2014

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

Springfield Anglican College 2014 SEX

Occupation – Sub-Major groupa Male Female Total

no. no. no. Sales Support Workers 1 13 14 Sales Assistants and Salespersons 3 10 13 Factory Process Workers 2 1 3 Carers and Aides 1 1 2 Food Preparation Assistants 2 0 2 Hospitality Workers 0 2 2 Inquiry Clerks and Receptionists 0 2 2 Clerical and Office Support Workers 0 1 1 Construction and Mining Labourers 1 0 1 Hospitality, Retail and Service Managers 0 1 1 Other Technicians and Trades Workers 0 1 1 Sports and Personal Service Workers 1 0 1 Storepersons 1 0 1

Total 12 32 44 a Occupational groups based on the Australian and New Zealand Standard Classification of Occupations (ABS cat. no. 1220.0).

Table 5 reports the occupations of Year 12 completers from The Springfield Anglican College who were employed, including those who were also in study or training.

Table 6: Industry category of Year 12 completers in employment, by sex, The Springfield Anglican College 2014

SEX

Industry categorya Male Female Total

no. no. no. Retail Trade 3 18 21 Accommodation and Food Services 4 8 12 Education and Training 1 1 2 Manufacturing 1 1 2 Arts and Recreation Services 0 1 1 Construction 1 0 1 Health Care and Social Assistance 1 0 1 Other Services 0 1 1 Rental, Hiring and Real Estate services 0 1 1 Wholesale Trade 1 0 1 Other 0 1 1

Total 12 32 44 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 Year 12 completers from The Springfield Anglican College who were employed, including those who were also in study or training.

Next Step The Springfield Anglican College 2014 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).

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

Anglican College 2014 SEX

Main reason Male Female Total

no. no. no. Wanted to earn own money 1 2 3 Sports commitments 1 1 2 Wanted a break from study 0 2 2 Course fees and other costs are a barrier 0 1 1 Don't feel ready for study at the moment 0 1 1 Undecided and considering options 0 1 1 Waiting for course/training to begin 0 1 1 Working in order to finance further study 0 1 1 Other 1 0 1

Total 3 10 13

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

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Figure 5: Main reason of Year 12 completers for not studying, by Ipswich and Queensland 2014

0 5 10 15 20

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

Don't feel ready for study at the moment

Going into, or already in, the armed services

Course fees and other costs are a barrier

Waiting for course/training to begin

Wanted to earn own money

Not interested in further study/already finished studying

Wanted a break from study

Looking for an apprenticeship/traineeship

Undecided and considering options

%

Ipswich Queensland

Figure 5 compares the top 10 main reasons for not studying given by Year 12 completers in Ipswich and all schools statewide, who were not in study at the time of the survey.

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.

Apprenticeship Employment-based apprenticeship.

Traineeship Employment-based traineeship.

Labour Force

Full-time employment 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.

Part-time employment 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 the Labour Force, Education or Training

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

a Some respondents are also in the labour force.

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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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