Prospectus_2023_S2_V1_F

PLC PROSPECTUS

Our Our

To form empowered women of character who change the world for good.

Vision Mission Right from

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.

THE Start

A new school represents a new start at any age –new friends, new choices and opportunities, and new challenges. At Presbyterian Ladies’ College, we aim to take into account the needs of each girl as she makes her ‘new start’.

She may enter the Early Learning Centre to begin establishing the foundations of her future learning or start during the Junior School years, allowing for early consolidation. Many students enter at Year 7 to begin their exciting secondary adventure or at more senior levels to complete their final years.

They encounter the qualities that make PLC special –professional, caring staff who encourage and challenge, classmates ready for fun and friendship, and academic and co-curricular programs that aim to excite and extend. The new student is encouraged to aim high, to realise that to do her best is her responsibility to herself. Her teachers and fellow students will lead by example, setting and making clear their own expectations in a warm, encouraging environment that is shaped by the College’s Christian foundation.

This environment recognises that self-respect is fundamental to developing respect for others, that tolerance and understanding are central to developing a sense of responsible citizenship for the future.

These qualities have been valued and nurtured at PLC from its foundation.

From the

I am delighted to introduce you to Presbyterian Ladies’ College, Melbourne, a school that deserves your consideration when choosing the best learning environment for your daughter.

PLC is Victoria’s oldest existing Independent school for girls. For more than 145 years, PLC has provided an outstanding education for students from all backgrounds and walks of life. We take great pride in the pioneering role that the College has played in educating young women. Today our graduates, with their love of learning, strong work ethic and top academic results, have a world of possibilities available to them and they continue to forge strong pathways wherever their talents and passions lead them.

Our College is a rich and diverse learning community, encompassing far more than just classroom tuition. Music, art, debating, social service, drama, outdoor camps, specialist clubs and physical education are all integral to student life at PLC. It is through these enriching experiences where informal learning takes place and students develop invaluable life skills such as resilience, adaptability and self-confidence. Through extension programs, overseas exchanges and leadership opportunities, PLC students also develop the necessary skills increasingly valued in our fast-paced global workplace.

Complementary to their achievements, our students are grounded and humble, and support one another on their life journeys. It is this amazing culture of kindness and belonging that encourages each girl to be her authentic self and to realise her own potential. Our highly qualified and passionate teachers engage with students and cater for their individual learning styles and we offer a strong support network through our counselling and career specialists.

The Boarding House community sits within the very heart of our school community, providing a welcoming space for students from Victoria, rural Australia and overseas. Our College is wonderfully enriched by these diverse young women who make our beautiful campus their home. They join decades of past boarders for whom boarding and living on campus was a life-enhancing experience.

At PLC we understand the importance of providing inspirational role models for our students. Alumnae regularly return to speak to the girls about life and its many opportunities and are a global force for good as they take the foundational Christian values they learnt at school to help those in need around the world. Whether it be through

supporting our sister school in Malawi, or charities closer to home, students learn the value of generosity and the joy and fulfilment in serving others. They take great pride in honouring the College’s illustrious history and appreciate the strength of our shared traditions which binds the generations together.

It is not only your daughter who will actively engage in our community. Parents, Old Collegians and friends are an important part of College life and attend many events during the year. Through parent and special interest groups there are many opportunities to connect with others and provide support for students.

We look forward to welcoming your daughter to our remarkable school. She will be joining a very special community of purposeful, energetic and enthusiastic young women who are well-equipped to face the challenges of contemporary life with resilience, grace and optimism.

Cheryl Penberthy Principal

From knowledge TO wisdom

To discover the joy of learning is to set a pattern that will remain for life. Our students will live and work in a world that will depend on their readiness to assess new ideas and adapt to change with energy and confidence. These attitudes flourish when achievements are valued by staff, students and families. ‘Working together’ is an important aspect of life at PLC.

In the Early Learning Centre, the natural curiosity of the girls and boys is nurtured and stimulated in an environment that owes much to the Reggio Emilia philosophy. The excitement of discovery is shared and celebrated as children make sense of another part of their world. This approach to teaching and learning – one that stimulates exploration and develops independence – lays the foundation for future academic development and life-long learning.

Establishing the basis for sound literacy and numeracy skills is fundamental to the Junior School curriculum. A rich academic program that encourages all students to develop as confident learners enhances the consolidation of these critical foundations. Art, Computing, Drama, French, Music, Physical Education, Religious Education, Science and Social Studies, all have an important place in the total program.

The importance of strong foundations is further acknowledged in the Senior School curriculum. From Years 7 to 10, students follow a broad core curriculum that

includes a choice of languages. Electives at Years 9 and 10 offer opportunities for students to pursue individual interests. When a student makes her course selection for Years 11 and 12, she has the option of a range of subjects within either the Victorian Certificate of Education or the International Baccalaureate. Some will accelerate their studies, either within the VCE or by taking a university subject in Year 12.

The formal academic structure is just one of the factors that underpins the academic achievements of our students. Right from the start, different learning strategies are built into the curriculum. Thinking skills and reflection, cooperative learning, organisational strategies, the considered use of information technology, excursions, visiting artists and speakers, take learning into both familiar and new contexts. Special programs, and specialist staff, work with students in the Early Leaning Centre, Junior and Senior Schools. Extension and enrichment for highly able students in academic and creative areas, support programs in literacy and numeracy, and research and study skills, help students to develop their potential. Chess, Mathematics Olympiad and competitions across a range of subjects all give students opportunities to explore new options and learn more about their interests and abilities.

The value of academic programs relies on skilled, professional staff encouraging girls to explore their potential in an environment where expectations of success are regarded as normal.

A question of

A balanced education involves much more than the pursuit of academic success. At PLC, students are surrounded with opportunities to explore new interests and develop existing ones – interests that will contribute to academic and personal development and for many, provide a source of life-long enjoyment. Music and sport, drama and debating, chess and theatre sports all allow students to learn more about themselves and develop confidence as they learn and perform with students from different year levels.

In the Early Learning Centre, music and physical activity stimulate the senses and develop physical co-ordination. Bright, colourful play areas inside and attractive, park-like grounds provide contrasting environments in which children learn to take risks, assume responsibility and become more sensitive to the interests and needs of others. The children and staff eagerly anticipate the special performances that contribute to a coherent community and delight families and friends.

Throughout Junior and Senior Schools, we provide an environment in which students can feel comfortable exploring a range of interests and abilities. Over 60% of PLC girls and some 45 professional musicians and teachers work together to create the life of the Music School. All standards, from the beginner to the student who achieves her Licentiate, practise and perform in one or more of the many ensembles and choirs. House and School drama productions, musicals, concerts and jazz cabarets introduce students and families to the excitement and exhilaration of performance.

Skills and a sense of teamwork, developed in physical education classes, equip students to participate in House and Inter-school sports. Again, different ages and levels of ability are catered for with participation emphasised. From Years 5 to 12, teams compete against those from other schools in regular matches and carnivals. PLC is a member of Girls Sport Victoria, an organisation of 24 girls’ schools that provides the structure for Senior School competition. Girls also compete in aerobics, rowing and snow sports against a wider range of schools. Public speaking and debating, again as House and School competitions, camps and bushwalking, clubs and activities, all invite students to live life to the full.

The leadership roles assumed by students in many of these activities add another dimension to their personal development, to their understanding of the importance of teamwork and their growing appreciation of the complexity of personal relationships.

Past experience and more recent research suggest that a broad and balanced program has been a significant factor in the success of many PLC students.

“Outlook.9 was a highlight for me. I discovered so much about the city and my local area ” – Sreha

“There is no better way to make friends than by participating in House activities." – Naomi, Year 7

Independence and resilience

The overall development of students is our aim so their progression towards becoming independent, responsible citizens, equipped with skills for life, begins from the time they enter PLC, whatever their age.

Staff in the Early Learning Centre involve children in making decisions and accepting responsibility as they thrive in a happy learning-environment. Right from the start, children enjoy the security that underpins steady emotional, physical and intellectual development.

Experienced staff plan to ensure that Junior School students also know this security as they develop the confidence to make friends, take risks and meet challenges. Cross-age activities and co-curricular programs that include buddies, big sisters, protective behaviours and outdoor education, complement classroom practices that aim to engender a healthy self-esteem.

Staff recognise that a multi-step transition program helps new students to make a smooth start in Senior School. Throughout Year 7, girls have a regular time with their form teacher to discuss issues such as friendships, co-operation, time management, setting priorities and resolving difficulties. Their Year 10 ‘leaders’ provide an important link with students in Term 1, and often well beyond.

In the years that follow, the personal development curriculum keeps pace with the developing maturity of the students and exposes them to challenges and affirmation. Specific programs aim to promote various skills for life and complement opportunities students have to assume responsibility and develop a healthy self-confidence.

The sequential Outdoor Education program begins with a Year 3 ‘teddy bears’ sleep-over’ and carries through to the Year 11 Leadership Camp and the Duke of Edinburgh program. Varied experiences contribute to students developing a respect for the Australian bush and the skills necessary to enjoy it in safety. Teamwork and independence, a sense of fun and achievement, leadership skills and social and environmental awareness – these aims are central to the Outdoor Education program.

For students from the country and overseas, the Boarding House can guide the transition to independence for those who plan to undertake tertiary study in Melbourne or elsewhere.

In Junior and Senior Schools, specialist staff also contribute to guiding students towards becoming independent learners. The Department of Individual Differences organises programs in enrichment and extension, study skills and language support, both within the classroom and in individual and small-group tutorials. The Counselling Department, with qualified psychologists and a Careers Counsellor, contributes to the personal development programs and provides support for students, staff and families.

At all levels, visiting professionals complement the work of College staff to present a curriculum that recognises the growing needs of young people and aims to give each girl an education that will prepare her for a fulfilling life as a secure adult.

Leadership and

service

Developing a sense of responsibility – for herself and others – is one of our priorities for each girl.

Right from the start, students are given guidelines within which they are trusted to act responsibly and to recognise the consequences of their actions. The child in the Early Learning Centre who must remember to put on her hat before going outside to play; the Junior School Class Captains and monitors; the Year 6 House Captains and those with responsibility in music, sport, social work and pet care, are all developing the confidence to take the lead.

This approach continues throughout Senior School. Students increasingly accept responsibility, and enjoy privileges, as they move from Year 7 to Year 12. At each year level, many assume leadership positions, further extending their capacity to exercise initiative, to take others with them and to contribute to the PLC Community. They are supported in these roles by formal programs for all girls at Year 9 and Year 11. That the school leaders at Year 12, who are elected by their peers, lead so effectively, reflects their qualities as much as the mature judgment of those who elect them.

Service is an integral part of school life and even the youngest is encouraged to help. Throughout the school, girls take the initiative to raise funds to support the work and needs of others. Guest speakers and student visits to outside organisations help girls to see beyond their own world and become aware of their ability to help others. Year 9 students participate in community service; girls who undertake the International Baccalaureate or the Duke of Edinburgh Award also make a commitment to service. Other groups work on improving the environment by tree-planting and cleaning-up in country Victoria and participating in programs such as ‘Clean Up Australia’.

‘Leading by example’ underpins our philosophy and practice and, in this, the work of our parents and Old Collegians is crucial. They model service to our school community in many ways, reminding us that we all have the capacity to make a difference.

With a world view

The world for the PLC student of today is very different from that of previous generations. Change is her constant; the world will be her neighbourhood, whether she is living in Melbourne or another country. Travel and life in different cultural settings are likely to be realities for the majority of our students, whether temporarily when they travel for pleasure or employment or at a more personal level through friendships. To prepare a young person to thrive on the challenges of a cross-cultural life is an important piece in the jigsaw that represents an education for the future.

The PLC curriculum offers students the opportunity to develop a broad world-view. The study of languages has been highly regarded from the school’s earliest days and is a feature of the curriculum from Year 3 to Year 12. Students may undertake extended language study tours to France, Germany and Japan; in recent times, students and staff have undertaken study visits to Ge Zhi High School in Shanghai, Classics tours to Italy, Greece, France and England, a History tour to Paris, St Petersburg and Moscow and a Music tour through Asia. And for the student who does not undertake such travel, there is the opportunity to host, or share classes with, the many exchange students who visit PLC. Within the broader curriculum, an international perspective is developed across a range of subject units with the International Baccalaureate, an option for senior students.

Of course, the PLC Community itself, with almost eighty international students and many others who have family ties with, or who have lived in, other countries, provides the ideal opportunity to develop an understanding of cultural diversity and contribute to our world-view. Similarly, our boarders, a group of 110 students from rural Australia and many other countries, bring a range of perspectives and understandings that enrich College life. They have the opportunity to move well beyond national boundaries and form friendships that can envelop entire families.

An orientation program for overseas students and families aims to ease the transition to life in a new country with a different culture. Our cross-cultural connections program aims to bring all staff and students to an understanding of the difficulties experienced when someone makes such a transition, whether in adolescence or adulthood. This is a transition many of our students will make.

In 2005, PLC consolidated its position as a school that is committed to preparing students for the world in which they will live by successfully undertaking the rigorous accreditation process for membership of the Council of International Schools.

Constants in a

changing world

In PLC’s Annual Report of 1876, Professor Charles Pearson, Headmaster, wrote, "I think it is of the last (greatest) importance in a large public College that the relations of teachers and taught should be based on a feeling of mutual trust, and that the discipline of the College should be maintained by the good feeling and high sense of honour of the students."

Society has changed since Professor Pearson wrote this Annual Report. In 1958, PLC completed its move from East Melbourne to Burwood and much of the life at PLC described in this Prospectus would amaze this early Headmaster. However, were Professor Pearson to visit the school and look beyond the superficial, he would recognise many of the qualities he valued still very much in evidence.

Just as PLC’s early students led the way as young women moved onto university, so today’s students are still at the forefront in their pursuits. Almost all Year 12 leavers proceed to university studies and, in recent years, two have been awarded the prestigious Rhodes Scholarship. As from the start, PLC has skilled, professional, dedicated staff; students who are committed to doing their best in every field of endeavour; and relaxed, trusting relationships between the two. In summary, PLC enjoys and values a learning culture that promotes high expectations, that encourages students to believe in their capacity to meet these expectations, and one in which teachers and students support each other to this end.

Our motto, Lex Dei Vitae Lampas – The Law of God is the Lamp of Life – is the foundation of a PLC education. PLC welcomes girls of all faiths, as it did when it opened in 1875, but the Christian foundation that guided the Scottish founders is still embedded in the values and teaching of the Early Learning Centre, the Junior and Senior Schools.

“PLC extended Kate’s horizons and raised her standards and aims to a whole new level – one that she still applies to all she does.”

– Viktor, father of an Old Collegian.

Right from the start

Children deserve a happy, nurturing environment, right from their very first day. So when the time comes for childcare, kindergarten or school, the choice of a quality, caring option is of great importance.

The Early Learning Centre at Presbyterian Ladies’ College offers warm, professional childcare for children from the age of six months. Not all parents require care for their children at this age. Others enrol their three- and four-yearold children in early learning programs that aim to provide a wonderful foundation, socially and educationally, for that all-important first year at school. The stunning facilities have been designed with a child’s view of the world in mind. Professional staff, aware of that view, shape a learning journey that accommodates individual differences. The happiness of purposeful children is evident.

The Early Learning Centre encapsulates the entire PLC community. In addition to the children of staff, it also accommodates the sisters and brothers of PLC girls, the daughters and sons, and grandchildren, of Old Collegians, and children from the wider community. Parental involvement in the Early Learning Centre mirrors the involvement and interest shown by families in the Junior and Senior Schools. A sense of community exists right from the start.