Report 2024 Report, 150th Edition
Governance
Rev Mark Chew, Chair of Council
Mrs Kate Sampson, Deputy Chair of Council
Ms Debbie Barbour
Ms Mui Chun Chew
Mrs Andrea Choi
Mr Ben de Waard
Ms Sze Lin Foong
Mr Ian Gould
Mr Daniel Gregor
Mrs Fiona Hare
Rev Ben Johnson
Ms Tamara Kayser
A/Prof Brian Ko
Prof Erwin Loh
Dr Deborah Seifert AM
Mrs Andrea Sim
Mr Adrian Spencer
Mrs Cheryl Penberthy, Principal
Mr Matthew Duke, Business Manager and Company Secretary
Principal’s Report
As we reflect on another year at Presbyterian Ladies’ College, it is clear that we have made significant strides toward fulfilling the aspirations of our Strategic Plan. The 2024 school year has been one of growth, innovation, and achievement—driven by our unwavering commitment to providing an exceptional education for girls.
Our focus remains firmly on nurturing the intellectual, personal, and spiritual development of each student within a supportive and well-resourced environment. Guided by Christian values, we continue to foster academic excellence, personal growth, and cocurricular engagement, all while cultivating a strong sense of integrity and community. This holistic approach is made possible through the dedication of our teachers, staff, and student leaders, who work together to ensure every girl is empowered to reach her full potential.
Throughout 2024, PLC made significant progress across key strategic areas, including student and staff development, curriculum innovation, and organisational growth. Targeted initiatives and programs were implemented across the College to strengthen wellbeing, support professional and personal development, and enhance our sense of community. Further details can be found in the Strategic Plan summary included in this document.
Looking ahead to 2025, we are excited to celebrate the College’s remarkable 150th anniversary.
Thoughtful planning is already underway for a series of commemorative events that honour our proud heritage and vibrant future. To mark this milestone, a commissioned history book, a curated exhibition, and a timeline installation will celebrate the legacy of PLC and the generations of women who have shaped our story.
In tandem with these celebrations, construction of the Joan Montgomery Centre—our new Sports, Aquatic, and Fitness Centre—continued throughout the year. Scheduled for completion in mid-Term 1, 2025, this transformative facility represents our ongoing investment in student wellbeing, physical development, and community engagement.
Our tradition of academic excellence remains strong, with the Class of 2024 achieving outstanding results across both the VCE and IB programs. These achievements place PLC students among the highest academic performers in Australia. More information can be found in the Year 12 Results section of this document.
As we look toward 2025, we remain committed to building on this year’s progress. Guided by our strategic priorities and a shared vision for student success and community connection, PLC is well positioned to embrace the future with confidence and purpose.
Cheryl Penberthy Principal
Vision, Mission & Values
PLC has a proud legacy of nurturing generations of young women who step into the world with purpose, confidence and a drive to make a difference. The College remains committed to providing a vibrant, challenging, and supportive learning environment that equips students for meaningful careers and fulfilling lives.
Vision
To form empowered women of character who change the world for good.
Mission
To deliver an outstanding education within a Christian context that:
• prioritises care
• promotes holistic development and growth
• personalises learning
• provides enriching opportunities
• perpetuates principled living and a service ethic
• prepares students for their time as scholars, thinkers, citizens, advocates, and leaders.
Values
Integrity
We seek truth and wisdom to determine what is right and then support each other to do what is right.
Empathy
We aim to recognise, understand and respond appropriately to the thoughts, feelings and circumstances of others. It inspires care, compassion and leadership.
Courage
Courage fosters learning, makes us willing to have a go, to advocate and encourage, be strong and endure.
Delight
We take the time to let awe and wonder restore and inspire us. It sparks our curiosity and creativity, provides perspective and promotes life in all its fullness.
Service
We use our gifts and talents to gladly serve others. To do so is rewarding and fulfilling for us as individuals and a community.
Strategic Plan 2023-2027
Learning Achievements
In 2024, the school advanced staff development, curriculum innovation, and organisational growth. Professional learning initiatives included a redesigned Junior School literacy program, the implementation of high impact teaching strategies, and a stronger IB Theory of Knowledge focus. A Service-Learning Framework deepened student engagement, while the Senior School curriculum review prioritised transition, student voice, and personalised learning.
The Empowered Changemakers course for Year 9 was finalised for 2025, and the Future Fund project on plurilingualism was selected for its alignment with student wellbeing. Organisational improvements saw the introduction of General Staff awards for going above and beyond and a Leadership Capability Framework. These efforts reflect a data-driven approach to student success and staff growth.
Wellbeing Achievements
The school enhanced student and staff wellbeing through key initiatives, including a Wellbeing module on its internal online portal, which improved communication and student care. A new Boarding House wellbeing program for Years 7-12 was designed for 2025, while a Junior School Wellbeing Framework was introduced alongside a dedicated staff position. Student agency grew through the Principal’s Advisory Committee, and a Senior School achievement framework was proposed to recognise broader student contributions. The Wellness in Motion program provided Year 11-12 students with social-emotional learning and physical activity. Staff wellbeing was supported through resilience training, workplace health improvements, and inclusive recruitment practices, reinforcing a psychologically safe and supportive work culture.
Connection Achievements
The school strengthened community connections and student engagement through a Junior School service program in partnership with Kids in Philanthropy, and a revamped Year 6 transition program to amplify student voice. Parent involvement grew through Connecting on Campus sessions in the Junior School, and cross-school collaboration was enhanced with Year 7 Science students mentoring ELC students.
The Ethics Institute framework was initiated, and staff engagement improved via a College-wide survey leading to strategic action plans. Alumnae and donor relationships expanded through a three-year fundraising strategy and the Vitae Circle, recognising bequests. A new website will launch in mid-2025, and digital initiatives, including a PLC LinkedIn page, enhanced alumnae engagement.
Campus Achievements
Campus infrastructure saw major advancements, with the Joan Montgomery Centre (JMC) on track for mid-Term 1, 2025 completion. Discussions with the City of Whitehorse continue regarding commercial use of these sports facilities. A revised Masterplan outlines future projects, including Norman Oval expansion, Aquatic building redevelopment, and improved ELC access. Campus navigation was enhanced with new wayfinding signage, updated main entrances, and a new pedestrian entrance at 29 Daniel Street for Years 5-12.
These initiatives demonstrate the school’s ongoing commitment to enhancing facilities, improving accessibility, and ensuring a well-planned campus environment that supports student learning, staff operations, and community engagement.
Learning Wellbeing Connection
Goals Provide Outstanding Opportunities
A. Deliver a future-focused curriculum that equally values all pathways and disciplines
B. Implement personalised learning strategies
C. Promote deep real-world learning
Strategies
D. Promote student voice, leadership and agency
E. Integrate innovative and meaningful IT into the teaching and learning program
F. Explicitly develop emotional intelligence, social competence and metacognition
G. Build capabilities of all students and staff
2. Nurture Wellbeing 3. Foster Engagement
A. Foster and celebrate personal best and balance
B. Integrate whole school preventative wellbeing approaches
C. Make our Christian ethos and College values more visible
D. Strengthen PLC’s culture of belonging, care and inclusion
A. Develop internal and external opportunities for students to learn and socialise together
B. Provide ‘hands on’, authentic service opportunities
C. Improve connection within and across disciplines and subschools
D. Strengthen connection with parents and caregivers
E. Increase collaboration with Old Collegians
F. Use meaningful traditions to honour PLC’s history and inspire its future
G. Establish an Ethics Institute for PLC and the wider community that aligns with the school’s ethos and promotes ethical living
Our Community
The success of our school is built upon the strong support and commitment of the entire PLC community, encompassing current students, staff, parents, alumnae, past families, parent groups, Foundation members, Executive members and Council members. This highly engaged and connected community plays an essential role in shaping the vibrant life of our school.
PARENTS’ PERCEPTIONS
LEAD Satisfaction Survey Results
The following two pages present detailed perceptions of school quality for each of the LEAD domains of school effectiveness from the perspective of the parents.
The below is an overview of the Independent Schools Victoria’s (ISV) LEAD (Listen. Evaluate. Act. Deliver.)
The results were derived from the school’s participation in the LEAD Parent Satisfaction Survey.
School Effectiveness Surveys from parents and students.
2
STUDENTS’ PERCEPTIONS
The following two pages present detailed perceptions of school quality for each of the LEAD domains of school effectiveness from the perspective of the students.
The results were derived from the school’s participation in the LEAD Student Satisfaction Survey.
Figure 44: summary chart for indicators of Parent Perceptions, Presbyterian Ladies' College
Chart 1 presents detailed perceptions of school quality for each of the LEAD domains of school effectiveness from the perspective of the parents. The results were derived from the school’s participation in the LEAD Parent Satisfaction Survey.
Figure 47: summary chart for indicators of Student Perceptions, Presbyterian Ladies' College
Chart 2 presents detailed perceptions of school quality for each of the LEAD domains of school effectiveness from the perspective of the students. The results were derived from the school’s participation in the LEAD Student Satisfaction Survey.
Our Students
At PLC, our goal is to help students flourish and reach their full potential. Every day, we are dedicated to fostering a positive and inclusive learning environment that encourages connection,
Student Demographics
self-regulation and delight. Supporting the wellbeing of our students is a top priority for our staff and a central focus of PLC’s Empowering Girls Strategic Plan
* Individual students funded under Commonwealth or State Government disability grant schemes
^ Students with a language background other than English
Student Attendance
High levels of attendance in all year levels across the College indicates a positive learning environment for our girls.
In the instance of absenteeism, the College follows up with each case and manages these through communication with our families.
NAPLAN Results
2024
PLC consistently achieves outstanding NAPLAN results and ranks among the top-performing primary and secondary schools in Victoria. The table above shows
the comparison between year level averages for PLC students and State/National scores. Results from previous years are also included for reference below.
2023
Year 12 Results
The Year 12 cohort of 2024 achieved a median combined ATAR of 96.05. Additionally, five girls achieved a notional ATAR of 99.95.
Our girls have shown exceptional dedication over the past two years, fully committing to their studies and actively participating in the life of the College, including sports, theatre, music, arts and other co-curricular programs. They have demonstrated resilience and a strong sense of support for one another, and they can take great pride in their outstanding achievements.
Achieved Perfect VCE Study Scores of 50 Combined Duces in VCE and IB Achieved IB Scores of 40 and above 10 8 34
Year 12 Destinations
PLC graduates are pursuing a vast array of courses across various areas of study as shown in the data below. The Year 12 cohort comprised 181 students.
Institutions
ACU (2)
Deakin University (5)
La Trobe University (3)
RMIT University (6)
Swinburne University (1)
Tafe (1)
Monash University (78)
Area of Study
Architecture and Building (3%)
Creative Arts (5%)
Education (4%)
Engineering (6%)
Health (13%)
Information Technology (6%)
Mixed Field (1%)
Management and Commerce (16%)
Society and Culture (15%)
University of Melbourne (85)
Natural and Physical Sciences (31%)
People Matter Survey
In 2024, results from the People Matter Survey showed that 72% of staff respondents feel engaged and positive at work.
Pleasingly, our employee engagement score was higher than both the Education Australia and global Primary / Secondary Education benchmarks.
Engagement Score 72%
Our Staff
Executive Team
Qualifications
Cheryl Penberthy BEd, MEd, MACE, GAICD
Lisa Saffin MEd, BSc, DipEd, GradDipComp
Anne-Marie Williams BEd
Gina Peele BAppSc, MLD, TAE40122
Melissa Voce BMus, GradDipEd, LMusA, LTCL
Eromie Dassanayake MEd (ECE), BA(Hons), CSGC, DISE, AssocMEd
Matthew Duke BComm (Acc), BComp, MBA, CA, GAICD
Rowena Beale BEd Secondary, MCHRM
Marina Johnson BACom, GradDipEd, GradDipMgmt
Teaching Staff Qualifications
Early Learning Centre
Amy Brooks MEd, BASc, GradDipEd
Anne Belleville BEChildEd
Eva Triantafyllou BA, AssDipSS, CertIVTAA
Katina Grammatoglou MEd, BEd, CertIVAsst&Wkpl
Leonie Ellul DipEChildEdCare
Tanya Perez BEChildEd
Theresa Bedelph BEd
Junior School
Aimee Johnstone MTeach, BFilmDigMed
Alice Hicks BEd
Alison Steele BEdPri, BA
Alison Pho BComm, MTeach
Anne Walsh MEd, BEd, DipT
Ashley Newell BSc, BEd
Belinda Juchno MTeach, BHeaSci
Bianca Phillips MTeachPri, BSES, HLT43021
Bronwyn Northfield MLeInt, BEd
Caitlin Curran MTeach, BSc
Carmen Lang BEd
Carole Blanch BTeach, BEd
Chele Howell BEd, DipT
Christina Hebden BEd
Clare Conlon BEd
Elizabeth Renton MEd, BEd, GradCertEd
Emmanuelle Brunet MAppBehavAnal, BSc, GradDipEd
Francesca Frederic BEd, DipT
Hannah Bangah BEd(Hons)
Jane Summers BMus, GradDipEd
Jayde Viney BEd
Jeff Chen BArc, MTeachPri
Jo O’Sullivan BEd, BStOutRec
Joyce Khor BComm, BFineArt, PostGradDipEdSt
Julee Gatty-Watkins DipEd
June Tait BTeach, BA
Justine Lam BEd, GradCertTesol, PostGradCertIB
Kate Hayes BA Katherine Roche BEd
Kristina Guthrie BA, BAE
Leticia Newell BEd(Hons)
Lydia Low BSc, DipEd
Mark Williams BEd, BTeach
Megan Goodman MEd, BEd, BTeach
Melissa Harvey BA, DipT, MPsych, Ed Endorsement, PGDipProfWrtg
Michelle Fulton BBus Nerilee Parkin DipT
Nicola Nagy BTeachPrim
Paul Hamilton-Smith BA
Rebecca Norton DipEd, GradDipSE
Rosalind Edmanson MEd, BEd, GradDipEdAdmin
Sally Tweddle MPhil, BEd(Hons)
Sara Hughes BPsych
Sharon Catchpoole BA, GradDipDiv
Stephanie Ball BA(Hons), PGCE
Tara Toan MLearnInt, BEd
Vikki Chan BMus, BA, GradDipEd, AMusA
Virginia Molan BA
Senior School
Aimee Macauley BHPE
Alexandra PavlovskiPascua BA(Hons), GradDipEd
Alison House BSW
Allison Frattaroli BTeach, BA
Amanda Bryant BA(Hons), DipEd, BSc
Andrew Rivis MEdST
Angela Gower BA(Hons), PostGradEd
Anna Taranto BEd, GradDipEdPsych, MPsych
Anna Hayman-Arif BA, BEd(Hons), BCommProfWriting
Anna Lewis BSc, DipT
Anne Beech BA(Hons), GradDipInfoMgt, GradDipEd
Annette Hall BA, DipEd
Asha Jacob BSc Ben Hudson DipMusPerf
Bianca Crawford BA/LLB, GradDipEd(Sec)
Bronwen Kellett BSc, DipEd
Bruce Luo MEd, BEd
Cameron Dunwoody BSc, DipEd, GradDipOEd, GradCertEdT
Cath Garrett MEd, BEd
Catherine Altmann MCrWrtg, BA(Hons), GradDipEd
Clare Crowe BA
Danni Yang MTeach, BFA
Dannielle Keogh BSc, BEd, GradCertCareers
Dave Kendrick BEd, MSpEd
David Renshaw BSc(Hons), GradDipIS, PGCE
Deb McKay BA, GradDipEduc, MEd
Dominique Ng Sing Kwong BA(Hons)
Drew Chan BSc(Hons), GradDipEd
Elissa Payne Lidstone GradDipEd, GradDipArtEnt
Emily Bowman BA, BEd
Emma Kogler BA, BSc, BA(Hons), MPsych
Emma Morrison BMus(Hons), MMus(Perf), MTeach(Sec)
Emma Davies MTeach, BASc
Erica Wright BMus(Hons), GradDipEd, AMusA, LMusA
Erin Horsley BEdVisArt
Estelle Payne FLE, GradDipEd
Fairlie Mackinnon BA(Hons), GradCertInfoMgt, DipEd
Felicity Russell BA(Hons), DipEd
Fiona Bell BEng(Hons), BSc, GradDipEd
Gabriel Csaszar BSc, MTeach(Sec), GradCert
Genevieve Lynch MEd, BEd
George Hronakis MTeach, BMus
Georgina Canty BTeach, BA, COGE
Georgina Beach BAppSc Giselle Lobo GradDipEd, BEng(Hons)
Harriett Steenholdt BA, MTeach
Hildy Essex MMus, BMus(Hons), DipModLan, GradDipEd, LMusA
Isabelle Lloyd MTeachSec, BPsych(Hons)
Jaana Hillary BA, GradCertLing, GradDipTeach(Sec)
James Poon MEd, DipEd, BEngCivil(Hons)
Jane Cameron BA, DipEd
Jane Payne BA, DipEd
Jane Sharkey BEd, GradDipSpecEd, GradCertReadInt
Jennifer Thomson BA(Hons), DipEd
Jess Yang MTeach, BA
Jessica Kang BSc, BSecEdu
Jessie Hayes BHPE(Sec), DipBus, SIS50321, TAE40122
Jialing Sun BSc, BEd(Sec)
Jody Smith MEd, BEd, GradDipEdStud, CSLML
John Arbuckle BTh, GradDipEdcat
John Taylor BSc(Hons), DipEd
John Howes BSc, BComm, GradDipEd
Junko Kawabata BSc, DipEd
Karina Archman BA(Hons), DipEd
Kate Stanton BA, DipEd, GradDipDiv
Katherine McLeod BA, DipPhoto, GradDipEd
Katherine Wells LLB, MTeach, BA, PostGradDipEd
Kelvin Dai GradDipEd, BM, AdvDipTI
Kerry McCracken MELP, GradDipTeach(Sec), BA
Kristine Pan MTeach, BBioMed
Leonie Blackwell BA, MTeach
Lindsay Vander Pal BSc, DipEdAppSc
Lisa Lander BA, GradDipTeach
Louisa Hare MEd, BBus, GradDipCareers, GradDipEd
Lucy Smithson BEd
Lynda Schulz BBiomedSc, GradDipEd(Sec)
Lynn Pham BBus, MPA, MTeach(Sec)
Madeleine Costello BEdMidSecSch, BA
Marianne Caris BA, DipEd
Marinka Gnaden BEd
Martine Thompson BA, BSocSci
Mary Thornhill MEd, BA(Hons), GradDipEd
Matt Davidson BSc, BA, GradDipEd
Meiyi Lu MA, GradDipEd
Michele Rennie BSc
Michele Rochwerger MSpEd, BA, DipEd
Mike Rossy BA, GradDipEd
Mitsui Cameron BEd
Monica Guo MTeach, BEng(Hons)
Naho Hamanaka BEd, BA
Nicola Clark MTeach, BExSS, BComm
Nicole Thomson BA, DipEd
Olivier Bonnici ARCM
Pam Crossley BEd, MVA
Pat Dove BSc, GradDipEd, GradCertAst, CertIISc
Patricia Shiel BA, DipEd, GradDipEdStud
Penny Hondrakis BSc, DipEd
Perri Winter MEd, BDes, DipMin, GradDipEd
Peter Francis BEng, GradDipEd
Peter Bartels MMus, BMus(Hons), GradDipEd
Philipa Purser MTeach, BA
Priscilla Pho MTeach, BAMediaComms
Rachel O’Neill BSc, GradDipEd
Richard Squibb BPA, DipEd
Robyn Speedy CertIIIGroupFit, BSc, DipEd
Sahana Girish BCom, BEd(Sec)(Hons)
Sahil Shahzadpuri BA, MTeachSec
Sally Pontifex BEd
Sandra Hanson DipTeach, BEd, GradDipGEd
Sarah Catton BA
Sarah Buckman BA, DipEd
Sheldon Kendrick MTeach, BScAdv(Hons)
Siksha Sivaramakrishnan BSc(Hons), BEd(Hons)
Stephanie Lamont BSc, BTeach
Stephanie FourquetMoylan MA, GradDipEd
Stephen Catton BA(Hons), MAH, PGCE
Susan Hall BSc(Hons), DipEd
Susie Renney BEd
Tania Joyce BSc, GradCertRE, GradDipEd
Thomas Than BSc, PGCE
Tian Yuan MTeach, MSc, BSc
Tiara Kurniawan BSc, MTeach(Sec)
Tim Joyce BComm, DipEd
Timothy Phillips MMus, BMus(Hons), GradCertMusSt, GradDipPerf, GradDipEd
Tracey Carroll BEChildSt, PostGradDipEdST
Venus Pan BA, MTeach
Victor Bao MBA, BSc
Finance
Building on the progress highlighted in previous reports, the College Council and Executive Team guided the College through the high-inflation environment of 2024 and the removal of our payroll tax exemption. As a not-for-profit organisation, we apply modern business practices to our finances. Where surpluses arise, they are reinvested in campus upgrades, new building works and learning initiatives, ensuring long-term sustainability while delivering new facilities and programs for students. Disciplined budgeting and timely decisions kept costs under control, in line with the goals set out in our campus Master Plan and Strategic Plan.
The Joan Montgomery Centre, to be completed in early 2025, is the largest capital project in the College’s history. Funding came from cash reserves, bank borrowings and generous community donations. Sustainability features include energyefficient systems, 700kW of new rooftop solar and lower-impact materials where practical. The Centre will expand our long-standing Learn to Swim and Aquatic Club programs and introduces dedicated gymnastics facilities.
Several smaller projects were delivered through our ongoing maintenance program. Daniel Street now gives Senior School students an alternative entrance and eases traffic on Parer Street.
The Early Learning Centre and Boarding House (Years 7 to 12) operate under our single-entity model. Their results are consolidated with those of the wider College, audited annually by independent external auditors and lodged with the Australian Charities and Not-for-profits Commission.
In the short term we will decommission the former Aquatic Centre and convert the space between the Norman Oval and the Joan Montgomery Centre into additional parking. This capacity will support broader community use of our sporting and performing arts facilities and allow flexibility for future program growth.
These principles will guide our next chapter as we continue to implement Strategic Plan initiatives and campus master plan projects. Our vision is to form empowered women of character who change the world for good, and it remains at the heart of every decision we make for our students.
Matthew Duke Business Manager and Company Secretary
