plc community handbook 2012 - Aussiehome

plc community handbook 2012

PRESBYTERIAN LADIES’ COLLEGE
COMMUNITY HANDBOOK 2012
A COLLEGE OF THE UNITING CHURCH IN AUSTRALIA
PLC Community Handbook January 2007
Table of Contents 1

CONTENTS
CONTACTS
SECT-1-1
SCHOOL HOURS AND TERM DATES 2011
HISTORY, TRADITION AND VALUES
SECT-1-2
SECT-2-1
AIMS OF PLC
HISTORY
SCHOOL CREST
THE SCHOOL SONG
SCHOOL COUNCIL
THE SCHOOL ORGANISATION
SECT-2-2
SECT-2-3
SECT-2-7
SECT-2-8
SECT-3-1
SECT-4-1
STAFF
KEY LEARNING AREAS: CURRICULUM LEADERS
YEAR CO-ORDINATORS PASTORAL CARE
HOUSE ADVISERS
ACADEMIC STAFF
SUPPORT STAFF
ICT
HEALTH CENTRE
VISITING INSTRUMENTAL MUSIC STAFF
STUDENT OFFICIALS
POLICIES, PROCEDURES AND GUIDELINES
SECT-4-1
SECT-4-2
SECT-4-2
SECT-4-2
SECT-4-2
SECT-4-4
SECT-4-5
SECT-4-5
SECT-4-6
SECT-5-1
SECT-6-1
PARENT - SCHOOL COMMUNICATIONS
PRIVACY POLICY
PLC ANTI-BULLYING POLICY
GRIEVANCE PROCEDURE
CONCILIATION OF DISPUTES INVOLVING INTERNATIONAL
FULL FEE INTERNATIONAL STUDENTS
ADHD POLICY
DRUG EDUCATION AND SUPPORT POLICY
OUR SMOKE-FREE POLICY
SOCIAL RESPONSIBILITY GUIDELINES
GUIDELINES TO SUCCESSFUL TEENAGE PARTIES
CHILD PROTECTION POLICY
EATING DISORDERS
SELF HARM POLICY
HEAD LICE POLICY
SUN SAFE POLICY
SECT-6-1
SECT-6-2
SECT-6-5
SECT-6-13
SECT-6-18
SECT-6-19
SECT-6-21
SECT-6-23
SECT-6-23
SECT-6-24
SECT-6-28
SECT-6-30
SECT-6-33
SECT-6-34
SECT-6-36
PLC Community Handbook 2012

MOBILE PHONE POLICY
BUS TRAVEL POLICY
FUNDRAISING POLICY
ACADEMIC
SECT-6-36
SECT-6-37
SECT-6-38
SECT-7-1
MIDDLE SCHOOL
SENIOR SCHOOL
ACADEMIC HONESTY POLICY
OUTDOOR EDUCATION AND ASSOCIATED ACTIVITIES
INFORMATION AND LEARNING TECHNOLOGIES @ PLC
SECT-7-1
SECT-7-4
SECT-7-11
SECT-7-12
SECT-8-1
OVERVIEW
THE LAPTOP PROGRAMME
OPERATION OF THE LAPTOP PROGRAMME
SERVICE AND SUPPORT
ACCEPTABLE USE POLICY: INFORMATION AND LEARNING TECHNOLOGIES SERVICES
LAPTOP CARE POLICY
MLEARNING FACT SHEETS
PASTORAL CARE – MIDDLE AND SENIOR SCHOOL
SECT-8-1
SECT-8-2
SECT-8-3
SECT-8-3
SECT-8-5
SECT-8-6
SECT-8-7
SECT-9-1
DAY TO DAY PROCEDURES
SECT-10-1
SCHOOL RULES AND PROCEDURES
MIDDLE AND SENIOR SCHOOLS: YEARS 7 TO 12
CAFETERIA
CLOTHING AND STATIONERY SERVICE
UNIFORM REQUIREMENTS
HEALTH CENTRE
ADMINISTRATION
BOARDING HOUSE
SECT-10-1
SECT-10-1
SECT-10-4
SECT-10-4
SECT-10-5
SECT-10-6
SECT-11-1
SECT-12-1
WELCOME
AIMS
BOARDING HOUSE STAFF
CONTACTING THE BOARDING HOUSE AND YOUR DAUGHTER
DAILY ROUTINE
REQUIREMENTS
GENERAL INFORMATION
THE BOARDING HOUSE FACILITIES
THE HEALTH CARE OF YOUR DAUGHTER
GENERAL GUIDELINES
CO-CURRICULAR SPORT
SECT-12-1
SECT-12-2
SECT-12-3
SECT-12-4
SECT-12-5
SECT-12-7
SECT-12-8
SECT-12-10
SECT-12-12
SECT-12-13
SECT-13-1
PLC Community Handbook 2012

JUNIOR SCHOOL CO-CURRICULAR SPORTS ACTIVITIES
MIDDLE AND SENIOR SCHOOL CO-CURRICULAR SPORTS ACTIVITIES
SPORTS UNIFORM REQUIREMENTS
CO-CURRICULAR MUSIC
AWARDS
SECT-13-2
SECT-13-3
SECT-13-4
SECT-14-1
SECT-15-1
ACADEMIC
CITIZENSHIP
SPORT
ARTS - PUBLIC SPEAKING, DEBATING, DRAMA, DANCE AND MUSIC
SCHOOL SUPPORT GROUPS
JUNIOR SCHOOL
SECT-15-1
SECT-15-2
SECT-15-2
SECT-15-4
SECT-16-1
SECT-17-1
EARLY LEARNING CENTRE
OUR PHILOSOPHY OF CARE
HOW DO WE SEE THE CHILD
PROFESSIONAL PRACTICE
EARLY CHILDHOOD FACIILITIES
PRE-KINDERGARTEN, KINDERGARTEN, PRE-PRIMARY AND
YEAR 1 SUMMER AND WINTER UNIFORM
YEAR 2 SUMMER AND WINTER UNIFORM
YEARS 3-6
CURRICULUM INFORMATION
PYP EXHIBITION
UNIFORM: SUMMER AND WINTER YEAR 4-6
LEARNING ENRICHMENT CENTRE (LEC)
HEALTH MATTERS
BEFORE AND AFTER SCHOOL AND VACATION CARE
COMMUNITY AND SERVICE LEARNING
PROPOSED SCHOOL TOURS AND EXCHANGE PROGRAMMES
SECT-17-4
SECT-17-5
SECT-17-6
SECT-17-7
SECT-17-7
SECT-17-8
SECT-17-9
SECT-17-10
SECT-17-10
SECT-17-22
SECT-17-23
SECT-17-25
SECT-17-26
SECT-17-27
SECT-18-1
SECT-19-1
PLC Community Handbook 2012

CONTACTS
Although students and parents may approach any members of staff from the Principal through to the House Tutor the
School requests that parent contact their Year Co–ordinator in the first instance.
DEPARTMENT CONTACT TELEPHONE
Appointments with Principal Debbie Lee 9424 6411
Middle and Senior School Head of Staff Chris Robinson 9424 6521
Curriculum Matters (Senior)
Curriculum Matters (MYP)
Keith Anderson
Kim Edwards
9424 6425
9424 6482
Year 12 Co-ordinator Mike Hinchley 9424 6488
Year 11 Co-ordinator Jane Brandenburg 9424 6491
Year 10 Co-ordinator Susan Hodge 9424 6479
Year 9 Co-ordinator Niamh Fitzpatrick 9424 6526
Year 8 Co-ordinator Soni Bailey 9424 6490
Year 7 Co-ordinator Tamsin Moore 9424 6434
Head of Senior School Neesha Flint 9424 6420
Head of Middle School Sharon Anderson 9424 6489
Head of Junior School Heather Pope 9424 6510
Appointments with Head of Junior School Leanne Stainton 9424 6510
Dep Head of Junior School Meredith Beer 9424 6503
PYP Co-ordinator PK to Year 2 Jennifer Rickwood 9424 6428
PYP Co-ordinator Years 3 to 6 Libby Renton 9424 6428
Co - Directors of Boarding Malcolm & Leanne McTavish 9424 6423
Counsellor Senior School Iva Filipovska 9424 6580
Counsellor Middle School Ainsley Hullett 9424 6497
Counsellor Junior School Liezl Addinall 9424 6472
Enrolments Francesca Nelson 9424 6413
Accounts Wendy Castles 9424 6468
Health Centre Nurses 9424 6432
Clothing & Stationery Store Dee Wells 9284 5243
Community Relations Chavaune Francis 9424 6439
Outdoor Education Liam Sullivan 9424 6486
Archives Shannon Lovelady 9424 6476
School Cafeteria and Functions Manager Elaine Masterson 9424 6505
Student Absences
Middle School Middle School Reception 9424 6579
Senior School Senior School Reception 9424 6494
Junior School Junior School Reception 9424 6428
PLC Community Handbook 2012
Contacts Sect-1-1

SCHOOL HOURS AND TERM DATES 2011
School Hours
8.35 am to 3.25 pm
Office Hours
8.00 am to 5.00 pm
Term 1
Tuesday 31 January - Thursday 5 April
Mid-Term: Friday 2 March - Monday 5 March
Term 2
Thursday 26 April - Friday 6 July
Mid-Term: Friday 1 June - Monday 4 June
Term 3
Tuesday 24 July – Friday 28 September
Mid-Term: Friday 24 August – Monday 27 August
Term 4
Tuesday 16 October – Wednesday 5 December
Speech Night 2012 Thursday 6 December
• The last day of each Term concludes at 3.25 pm (with exception Term 1).
• The Thursdays preceeding each Mid-Term four day break will be full school days including normal sporting
commitments after school.
• Boarders should make travel arrangements that allow them to fulfil their School commitments. Before Mid-
Term breaks and holidays the Boarding House will remain open until all boarders have left the School.
• Students may not be absent before or following holidays for the purpose of extending long weekends or
vacation periods. Parents are expected to make travel arrangements which occur during holiday periods.
Written permission for early leave or late return for extenuating circumstances should be made in advance to
the Head of School.
PLC Community Handbook 2012
Contacts Sect-1-2

HISTORY, TRADITION AND VALUES
PLC Statement of Purpose
Presbyterian Ladies’ College is a Uniting Church School committed to educational excellence that gives girls
confidence to lead principled lives and make an active contribution towards the common good.
The PLC Experience: enriching your daughter’s future:
• A school for a diverse and exceptional education that is innovative, vibrant, challenging and fostering of
personal excellence.
• A community of friends, which is secure, inclusive and valuing of the individual.
• An enduring legacy of values including commitment, responsibility, respect for others, integrity, engagement
and independence.
• An atmosphere of learning for life where character and leadership are fostered to serve and shape the
world.
Articulating the Vision
As an influential learning community, PLC:
• Has a learning culture with a focus on teaching and learning and realistically high expectations of student
achievement.
• Is a dynamic working environment which demonstrates the confidence and skills to be innovative, manage
change and consciously prepare for the future.
• Blends educational change with relevant traditional values and practices.
• Provides a safe, attractive and collegial environment for its members.
• Promotes a sense of pride, commitment and belonging.
• Appreciates the need for and develops the skills and attitudes necessary to undertake successful continuous
learning.
• Values qualities and attributes such as generosity of spirit, trust, mutual respect, compassion, tolerance,
sincerity, integrity, compassion and acceptance.
• Accepts that the relationship between learner and teaching staff is at the heart of most learning and that
effective learning requires teachers to be cognisant of current theories on thinking, teaching and learning and
their ability to incorporate these strategies into their programmes.
• Promotes the use of technology to extend, enrich and amplify learning.
• Has educational programmes that reflect local, national and global perspectives.
It is our intention that PLC students will be able to demonstrate, amongst other things, the following outcomes:
• Intellectual curiosity and a love of learning.
• Positive perceptions of their individual worth.
• High levels of literacy and numeracy.
• Involvement and participation in a diverse curriculum and range of activities coupled with a heightened sense
of achievement in one or more fields.
• An appreciation of academic, personal, physical, spiritual, artistic and aesthetic pursuits.
• The ability to use information and communications technologies to support learning.
• Empowerment to develop the means of achieving economic independence.
• Play a full role as a citizen in a democratic society.
• An appreciation of Christian teachings.
• Acknowledgment of the moral and spiritual dimension of life and a personal value and ethical frame work
• Sensitivity to the needs of others.
• Care for the natural and human environment and the responsibility of managing it in trust for future
generations.
• Confidence to express their views and thoughts, as well as respect for the opinion of others.
PLC Community Handbook 2012
History Sect-2-1

AIMS OF PLC
The general aim of Presbyterian Ladies’ College is:
• To nurture the development of the whole person by providing a sound general education from Pre-Kindergarten
to Year 12 for day students and boarders.
More specifically, Presbyterian Ladies’ College aims to:
• Stimulate an awareness and an understanding of our spiritual nature and heritage and encourage Christian
living and witness.
• Develop the ability to think clearly, logically, creatively and to foster the skills necessary for continued
learning and decision-making throughout life.
• Prepare girls for further education at higher levels or for vocational training on leaving school.
• Foster physical and emotional development and an understanding of the development process.
• Develop an attitude to life that involves a sense of direction, responsibility, self-discipline, a positive self
concept, an appreciation of one’s personal worth together with the desire and ability to lead a full life using
one’s talents to enrich life.
• Help students contribute to society and to the welfare of others, to encourage and develop qualities of respect
for others, thoughtfulness, courtesy, sincerity and integrity.
Methods used in order to achieve these aims are:
• Encouraging both an understanding of and commitment to, a coherent personal philosophy of life through
Christian worship, education and activities within the School.
• Helping students understand how to bear witness to the Christian faith and to encourage them to incorporate
this in their daily lives.
• Providing a comprehensive curriculum of studies.
• Assisting students through counselling to select subject area choices to maximise their potential.
• Providing care, stability and support in the School environment through pastoral care and counselling.
• Enabling students to listen and communicate clearly and effectively in speech and writing.
• Developing an ability to use available resources, especially in the area of technology.
• Developing an ability to solve problems.
• Preparing students to recognise that learning is a life-long process.
• Encouraging students to work co-operatively for the good of themselves, their fellow students, their House,
the School and wider community.
• Assisting students to value the skills they possess and to recognise those of others.
• Offering a programme of physical fitness and skill development.
• Developing creativity and self expression through all aspects of the curriculum and through participation in
artistic, musical and recreational pursuits.
• Encouraging individual achievement at the student’s highest possible level consistent with a balanced overall
development.
• Encouraging individual excellence in arts, sporting and academic activities.
• Providing opportunities for the development of leadership.
• Teaching students to organise their time, set their own priorities, self-evaluate and take responsibility for
their own learning.
• Encouraging pride in appearance.
• Promoting an understanding in students of healthy lifestyles.
• Fostering processes of reflection through which students can develop and enhance self-awareness.
• Encouraging a willingness to participate in new endeavours.
• Encouraging appropriate behaviour which respects the rights of others.
• Encouraging students to have respect for their own and others’ property.
• Offering opportunities for students to contribute to the welfare of others.
• Offering a forum for discussion of issues related to justice, society and the implications for others of one’s
own actions.
PLC Community Handbook 2012
History Sect-2-2

HISTORY
On 19 August 1915, in St Andrew’s Church Perth, at a meeting called and chaired by the Rt Rev George Nisbet Dods,
Moderator of the Presbyterian Church in WA and Minister of St Andrew’s, the decision was made to establish a
Presbyterian school for girls, similar to Scotch College which had already been established for boys in 1897. This group
comprised Rev Alexander Crow, Rev Frederick Oxer (Chair of Scotch College Council), Mr James Klein (Inspector of
Schools), Mr Peter C Anderson (Principal of Scotch College), Mr Donald Carmichael, Mr John Ferguson, Professor
Alexander D Ross and Mr Daniel Ross. They arranged for the purchase of a small privately owned girls’ school,
Ormiston College, in Palmerston Street, North Perth. This original committee became the first Council of Presbyterian
Ladies’ College, with Rev G Nisbet Dods as Chairman, and Mr Donald Carmichael as Treasurer.
In June 1918, Mr Carmichael became both Chairman and Treasurer and continued to serve in this capacity until failing
health forced him to resign in 1933. When he died on 5 October 1941, his Will made provision for a sum of money to
be made available to the School to guarantee its future development. Classes began in 1916 at Ormiston House with
Miss Agnes Scorgie as the School’s first Principal. In March 1917, Council purchased Mr W G Lefroy’s property at
the corner of View and McNeil Streets, Peppermint Grove for three thousand five hundred pounds. Classes began on
this site in July 1917 and the new site was officially opened on 11 August 1917 by the Governor of Western Australia,
His Excellency, Sir Ellison Macartney.
The Principals
Miss Agnes Scorgie (1915 - 1921)
Miss Scorgie was a graduate of Glasgow University. She was a stern disciplinarian and excellent teacher with a gift
for organisation. Miss Scorgie referred to her students as ‘gomerils’, a Scottish word that could be interpreted as ‘silly
things’ or ‘silly creatures’. She took sick leave during 1921 and sent her resignation to Council during that year. Miss
Dumeresq was Acting Principal for 1921.
Miss Elizabeth (Elsie) Finlayson (1922-1927)
Elsie Finlayson believed in a fully rounded education for women. The solid curriculum established by Agnes Scorgie
was strengthened by Miss Finlayson’s addition of a new Physics laboratory, a costly set of maps and an extra
mathematics mistress. At a time when books were inordinately expensive, she also established a fledgling library. She
retained high academic standards in Physics, Biology, English, Mathematics, Geography, History, French and Latin
and catered to commercially directed girls in Typewriting, Bookkeeping and Shorthand. Students were encouraged to
compete in Gymnastics, Running, Swimming, Tennis and Basketball and fostered by lessons in Music, Photography,
Elocution, Dancing and Art. Clubs also developed in the areas of Drama, Photography and Science.
Miss Finlayson felt it was important for PLC girls to have some understanding of the plight of those less fortunate than
themselves and due to the enormous number of appeals for charity received in her first year at PLC, decided to collect
funds to distribute to the needy. PLC’s long tradition of social service was launched with an ‘Olde English Faire’ on
8 December 1923. They raised £135, £50 of which was allocated to the endowment of a PLC Cot at the Children’s
Hospital (now PMH) and from then on it was known as the ‘Cot Fund’.
Miss Janet Phemister (1928 - 1933)
Miss Phemister was a Mathematics and Physics Honours graduate of Glasgow University. She was Head of the School
at a difficult time when the School was feeling the effects of the Depression. During 1929, Miss Phemister was asked
to lecture in Mathematics on a part-time basis at the University of Western Australia. The first hockey field was laid
on what is now Snowden Oval during her tenure.
PLC Community Handbook 2012
History Sect-2-3

Dr Vera Summers (1934 - 1961)
Dr Summers was a member of the staff of the School having joined PLC as Assistant for Upper School in 1920 and
later as First Assistant. In 1928 she was granted a Hackett Scholarship to study at The Sorbonne in Paris, returning to
PLC in 1931. She was offered the position of Principal by the Council who had every confidence that she would lead
the School to success. Dr Summers introduced the Black Watch tartan uniform and the House system for competition.
Dr Summers was an exceptional role model for girls both in her academic pursuits and her adventurous spirit which
saw her travel the world on a number of occasions. Mrs Olive Cusack, who was Senior Mistress to Dr Summers,
says that Dr Summers was an ideal Principal because nothing panicked her. Mrs Cusack said “She had courage and
spirit more than proportionate to her size”. She remained calm through air raids, evacuations and other alarms that
prevailed during the War years. During these years, PLC achieved a high academic record and maintained its interest
in community service and the sponsorship of underprivileged children.
Miss Eileen Dunston (1962 - 1967)
Miss Dunston came to PLC from Ascham Girls’ School in Sydney. In the six years she was Principal there was much
expansion and development within the School. There was a ten percent increase in the School population and this was
accompanied by various extensions to the School. A canteen and an art and craft room were located at 8 View Street,
purchased in 1962. Miss Dunston instilled pride in their uniform in the girls of PLC.
Miss Heather Barr (1968 - 1989)
Miss Barr was appointed in 1968 having had wide experience as a teacher in the Education Department of Western
Australia. She was widely respected by the educational community throughout Australia and served periods of office
as Secretary and President of the Association of Independent Schools’ of Western Australia and Secretary of the
Association of Heads of Independent Girls’ Schools of Australia. Miss Barr was a wonderful example of tolerance,
compassion and dedication to the students and staff of the School. Her strong Christian values influenced her actions
and relationships with others. During her 22 years at PLC, many new buildings were completed, along with the
renovation of existing buildings. Miss Barr died after a short illness in July 1989.
Mrs Hazel Day (1989 -1997)
Mrs Day was appointed as Principal immediately following Miss Barr’s death. Mrs Day had been on the staff of PLC
for 26 years, first as an English and Drama Teacher and from 1970 as Deputy Principal. She had strong administrative
skills and had a love of timetabling as she valued this as a way to shape the curriculum of the School. Mrs Day joined
the Building and Finance Sub-Committee of the School Council as she saw the need for improved facilities to be able
to implement Curriculum changes. In 1991, as Principal, Mrs Day formulated her five year strategic plan and worked
tirelessly to ensure that PLC was at the forefront of the technological revolution in education. She was innovative
and decisive and was instrumental in PLC becoming an Apple Innovative Technological School. In 1994 the Laptop
Programme began and by 1996 students from Years 5 to 10 had their own computers. The Middle School was formed
in 1996 and the building programme that took place in the 1990s was due to Mrs Day’s foresight and her skills as an
administrator and educator.
Ms Bethlyn Blackwood (1997)
Ms Blackwood was appointed Principal from the beginning of Term 3 1997. Ms Blackwood was Deputy Principal
at St Michael’s Collegiate School in Hobart and had also been Director of Boarding. Her leadership has seen the
implementation of International Baccalaureate Curriculum for Primary and Middle Years, with strategic intentions
for the introduction of Diploma in 2011. The school facilities have been extended and refurbished, including Junior
School, Boarding House, Middle School, Science facilities and a Swim and Recreation Centre. Plans for the future
include the redesign of the Senior School.
PLC Community Handbook 2012
History Sect-2-4

Building Development
1916 - 1950
PLC began classes at Ormiston House in North Perth but by 1917 the purchase of the Lefroy property on the corner
of View and McNeil Streets in Peppermint Grove meant that classes could begin there in July 1917. Scorgie House, as
it is now known, became the nucleus of the School. By 1920 the School consisted of two large dormitories and four
blocks of wooden classrooms with canvas shutters accommodating 175 students of whom 52 were boarders. Soon a
Music block was added and two grass tennis courts were situated on what is now the Chapel garden and Heather Barr
Memorial Chapel. Snowden Oval was a paddock with banksias, gum trees and three hard courts. A Gym, Domestic
Science and Physics classrooms were added in 1922 and Finlayson House (the present Music rooms) was bought and
converted to a Junior Boarding House with its own Matron. The onset of the Depression saw School numbers drop
and consequently no building or land acquisition took place until 1940 when the Helena School, run by Miss Jones,
relocated to Darlington. PLC bought the house (now Summers House) and vacant blocks and opened a Kindergarten
there in 1942. Baird House was bought in 1945 to add more classrooms. It was demolished in 1979 to make way for
extensions to the Boarding House. In 1947 the Park School in Claremont was bought and became the Junior Branch
of PLC with Mrs Hunt as Mistress in Charge. Some primary classes were still held at the PLC site. When the new
Junior School at PLC was completed in 1954 all primary pupils and staff were transferred to Peppermint Grove and
the Claremont branch was closed.
1951-1969
A Science block comprising a Chemistry Laboratory, Biology Laboratory and Lecture Theatre was built parallel
and close to McNeil Street in 1954. In the late 1970s it was used as the first Media Centre. Carmichael Hall (which
now houses the Heather Barr Memorial Chapel and staff room) was built with money bequeathed by Mr Donald
Carmichael. In 1960 Robertson House, a new section of the Boarding House adjoining Finlayson House, was opened
and all boarders were transferred to the river side of View Street. Robertson House was named after Mrs M O
Robertson, a former member of staff, who bequeathed money for its construction. The old dormitories were turned
into classrooms and the kitchen and dining room became the Domestic block. The Parents’ Association raised money
to enable the construction of a swimming pool on the land behind the Boarding House. A new Gym was built in 1965
and the Library was moved into the area under Carmichael Hall, previously occupied by the Gym. It was named the
Dods Library after Rev Nisbet Dods.
1970 - 1989
An appeal was launched among parents, Old Collegians and friends of the School to finance new buildings needed to
replace the classrooms which were now inadequate for the School’s needs. The Science building was completed and
officially opened in 1970. By 1972 a new Library and a number of classrooms were completed. The much needed
Junior School extensions took place in 1976 and by 1980 the Senior School had more new classrooms, a Home
Economics area, Auditorium, Piano Rooms and refurnished Administrative area. The official opening and dedication
of the new section of the Boarding House took place in 1981. In the same year, Finlayson House was converted to a
Music Centre and a gallery of seating for the Gym was constructed with space allocated to become the Art Centre. The
last development in this period was the construction of extra classrooms in Block C.
1991 - 2010
The buildings of this decade strongly reflect the changing ‘learning/teaching’ environment of the School. PLC
encourages students to be more independent in their learning, using new technology as a tool to explore beyond the
classroom and at the same time developing skills they will use throughout their lives. The traditional four walled
classroom has in many cases given way to larger learning areas where students are free to move around and take
control of their own learning either as individuals or working collaboratively with their peers and teachers. Laptop
computers can be used in every room in the School. In 1993 the Learning Enrichment Centre was established and
the Technology extensions were carried out to the Library. In 1996, the first phase of the Design and Technology
Centre was completed with well-equipped areas for Media and Multi-media studies. Carmichael Hall was adapted to
contain the Heather Barr Memorial Chapel and staffroom in 1994 and in 1995 the Drama Centre and Sports Centre
were completed. In 1998 Scorgie House was refurbished in keeping with its original character which provided a more
efficient administrative hub for the School. 1998 saw the establishment of the Archival Centre at 142 Forrest Street.
The Nisbet Dods Library was further extended to keep pace with Curriculum innovations in 1999. It allows a greater
number of students to use the Library at any one time and improves access to computer and Internet facilities.
The Cafeteria was completed in 2000 and the extension and refurbishment of the Junior School commenced and
completed in 2001.
The refurbishment of the Boarding House in 2003 began with much needed improvements to the Boarders’ Sitting
Room, Games Room and Dining Room. Further enhancements were made to the accommodation wings in 2004/2005.
PLC Community Handbook 2012
History Sect-2-5

2005 saw the demolition of the Hugh Baird Gymnasium, Art rooms and 8 View Street to make way for a new Science,
Arts and Technology Centre. 2006 saw the construction of this building and the refurbishment of the Science block as
a Middle School commence. The building was completed in 2007 and opened officially on 2 July 2007 by Professor
Lyn Beazley, Chief Scientist of Western Australia.
In 2009 the Federal Government’s Building the Education Revolution presented the College with a rare opportunity:
a grant of $2.5 million in capital funding which was the catalyst for the establishment of a Swim and Recreation
Centre. The original 25 metre swimming pool was enclosed on three sides, and a heating system installed to allow year
round use. On the floor above, a multi-purpose hall provides two courts for netball, basketball, volleyball
and/or badminton, and an extensive recreation space. An undercover walkway connects this to the Junior School
enabling further use of these facilities for assemblies and wet weather activities. In addition there are two multi
purpose foyer areas for dance and other co-curricular activities and the Junior School play area is expanded and
revitalised. To further increase the potential of the Recreation Centre, retractable seating has been installed to provide
an attractive and useful venue for performances, assemblies and sporting matches.
Turning Points
The 1969 Building Appeal provided the financial resources that enabled PLC to embark on major changes to the physical
environment of the School. It was a decade of construction resulting in a new look for PLC. A major turning point
was the School Evaluation in 1986 where every facet of the School was investigated. Staff, students, parents, Council,
Old Collegians and members of the School community were asked to submit reports and be involved in discussions.
A visiting committee used the information to present the School with an evaluation providing commendations and
recommendations that would provide the School with a blue print for future development. It led to the major overhauls
in PLC’s administrative structure. Also in 1986 major changes occurred in the Public Examination system and a
School-based assessment was included as a component of students’ results. In 1992 the decision was made to remain
on the Peppermint Grove site and a master plan for the redevelopment of the facilities was prepared.
In 1994 PLC became an Apple Innovative School with all girls in Years 7-8 having their own Laptop computers and by
1996 included all girls from Years 5-10. The Middle School (Years 7-9) was formed in 1996 recognising three distinct
stages - child, adolescent and young adult. The Year 7 students moved to the senior campus on the west side of View
Street. 2007 will see the extension of the laptop programme into Year 11.
The International Baccalaureate PYP was introduced into the Junior School in 2004 and 2005 saw the introduction of
the MYP in Year 7 with its emphasis on educating students to be internationalists. 2006 saw the authorisation from
International Baccalaureate Organisation of PLC as a provider of the Primary Years Programme and the extension
of the MYP from Year 7 to Year 8. In 2007 the IBO authorised PLC as a provider of the MYP and extended the
programme into Year 9 and in 2008 the MYP Personal Project Exhibition marked the complete implementation of the
PYP and MYP of the IB at PLC.
Uniform
The Black Watch tartan uniform was introduced in 1934 replacing the navy tunic, blouse and the School colours of
brown, gold and pale blue in the tie and hat-band. It was decided that a tartan would be most suitable to connect with
the School’s Scottish heritage. The military Black Watch tartan was adopted to avoid inter–clan disputes. The uniform
became a Black Watch tartan skirt and tie, white blouse and navy blue blazer bearing the School crest. The beret was
not introduced until 1948 replacing a navy felt hat.
Conclusion
PLC’s history has been one of change throughout the past 91 years. To observe the campus as it now stands is to see
a vastly different environment from that of 1917. New buildings have been constructed, others have disappeared
completely and some have remained but undergone a major renovation. The teaching/learning experience has moved
from the teacher-directed classroom to one of student-centred learning where the teacher is facilitator rather than
director. Although PLC embraces change, it values the past and holds onto those values and beliefs that are part of its
heritage and give meaning to the PLC of today. The Black Watch tartan uniform, which has seen only minor changes
since its inception in 1934 and the Pipe Band, are tangible reminders of our Scottish heritage. The School has built
on the foundations of generations of Old Collegians and they are an important part of PLC today, with many still
attending functions held at the School and offering assistance in a variety of ways. The PLC of today is the cumulative
result of the vision and the actions of those of the past.
PLC Community Handbook 2012
History Sect-2-6

SCHOOL CREST
Our crest is the shape of the crest of the Presbyterian Church. The cross is the cross of St Andrew who is the Patron
Saint of Scotland and was one of the first followers of Jesus Christ and the first Christian Missionary.
The burning bush is the story of a fire sweeping over a humble thorn bush, which was not consumed. It should have
crackled up and fallen into ashes in the dry desert air. The most important thing about the bush is not the poor wood
but the fire of God which, while seeming to burn it up, really keeps it all aglow with life and makes it a light of truth
from age to age. God’s holy light burns on and on through the lives of men, women and children in the world.
For over 1900 years the Christian Church has been like that bush, often of no consequence in the ideas of people, who
have despised it, yet it has never come to an end, because God has been in the midst from the beginning. The fire is
the fire of his love, cleansing and giving power to be his church in the world. The story of the burning bush can be
found in the Bible: Exodus Chapter 3.
The burning bush motif was chosen for use throughout the Heather Barr Memorial Chapel and can be seen at the
bottom of the stained glass windows, on the sanctuary fittings, pews and the entrance partitions.
The Scottish Thistle on the right of our Crest, reminds us that the Presbyterian Church in Australia had its origins in
the Church of Scotland.
The black swan at the bottom is the symbol of Western Australia and reminds us that we are citizens of this State. The
gum nut on the left is a symbol of Australia.
The Latin words, LABORE ET HONORE, mean with ‘work and honour’ reminding us that everything we do should
be done with effort, respect and integrity.
Presbyterian Ladies’ College is now part of the Uniting Church in Australia, but retains its heritage from Scotland and
from the Presbyterian Church.
PLC Community Handbook 2012
History Sect-2-7

THE SCHOOL SONG
Land of our Birth, we pledge to thee
Our love and toil in years to be:
When we are grown and take our place,
As men and women of God’s grace.
Father in heaven, who loves us all,
O help your children when they call;
That they may build from age to age,
An undefiled heritage.
Teach us delight in simple things,
And mirth that has no bitter springs;
Forgiveness free of evil done,
And love to all beneath the sun!
Land of our Birth, our faith, our pride,
For whose dear sake our fathers died;
O Motherland, we pledge to thee,
Head, heart, and hand through years to be!
CHRISTIANITY
Christianity is an integral part of the School. Worship is included in School assemblies and there are weekly Chapel
services and Philosophy and Religious Studies classes as part of the programme of all girls throughout the School.
SCHOOL SERVICE TO THE COMMUNITY
PLC is known for its strong culture of service demonstrated at an individual and wide community level. Each student
participates in a personal journey of engaging and support for others, signified through various Service Leadership
Awards.
All house tutors groups participate in Appeal of giving each term to make a difference to the marginalised and
disadvantage in our local community. They also select a community organisation to develop and run as lunchtime
event to raise awareness and fundraise. Co-curricular projects afterschool and vacation service immersion projects
provide further experiences for engagement. Each year group also co-ordinates family project inviting daughter and
parents to participate in various partnerships in the evenings and weekends.
Whilst our major community partnership supports Uniting Care West and their many service projects, we also maintain
support and work with over 30 local and global organisations making a difference to those that need our care and
commitment.
For further details see the Community and Service Learning section (Section 18).
PLC Community Handbook 2012
History Sect-2-8

SCHOOL COUNCIL
Rev R Larkin Moderator of the Uniting Church in WA
Hon Justice J McKechnie (Chair)
Ms R Ahern BA, MBA
Mr A Atchison CA
Mrs K Bonus BA, GradDip RegDev
Mrs K Burton BJuris, LLB, GAICD
Prof T Horton BEc (Hons), MBA
Mrs J Playford (Dr J Deague) MBBS FRACP PHD
Mr Simon Read CA, GAICD
Prof K Simmer MBBS, MRCP, PhD, FRACP, FRCPCH, GradCertTertEd, GradDipHSM
Mrs G Swan BEd, DipTeach,
Mr T Taylor BBus, FCA, Fellow ICAA
COUNCILLORS’ PROFILES
Chair of Council - Hon Justice (John) McKechnie Educated at Scotch College and the University of WA.
Appointed to the Supreme Court of Western Australia in 1999, he maintains an interest in legal education
and has taught trial practice for many years. Married with five children, John’s four daughters have all
attended PLC. A member of Council since 1999, he was Deputy Chair of Council in 2007 and has been
Chair of Council since January 2008. He is a member of the Uniting Church and life member of Trinity
College.
Ms Robyn Ahern worked at Aherns for 25 years, the last five as Managing Director before David Jones
purchased the business in February 2000. Robyn is Chair of The PLC Foundation Incorporated and has
extensive Board experience with a variety of companies including the Bank of Western Australia, RACWA
Holdings Ltd, WA Division of the Australian Institute of Company Directors and is a previous member of
the Takeovers Panel. Robyn joined PLC Council in February 2005 and is a member of the Business/Finance
and Strategy sub Committees. Robyn is an active member of the PLC community with three daughters
currently attending the School. In their spare time, Robyn’s family enjoys spending time at their farm.
Mr Alan Atchison is a practising Chartered Accountant and a Director of Intuity Partners Pty Ltd. Alan
was an independent member of the Finance Committee before being appointed to Council in 2011 and
Chair of the Finance Committee from 2012. Alan provides advice to small to medium businesses and
private individuals seeking assistance with their financial affairs and building their wealth. His expertise
includes business management, finance negotiation, taxation services and ASIC compliance. Alan is also a
Registered Tax Agent, a Fellow of the Taxation Institute of Australia and has been a Director and Secretary
for a number of Companies. Alan’s mother taught at PLC for 13 years until 1992, sister attended PLC and
his daughter is a current student. In his spare time, Alan enjoys golf, camping and spending time with his
family.
Mrs Kathy Bonus joined Council as one of the two nominees of the Old Collegians’ Association in 2011
and her sisters and daughter are also Old Collegians. Kathy is a Certified Practising Planner with many
years’ experience in urban and regional land use planning across local government and the private sector
in Western Australia. Kathy has been a committed volunteer for numerous organisations, was the 1995
recipient of the UDIA Award for Excellence “Regional” Category and is a member of the Local Government
Planners’ Association and Planning Institute of Australia. In her spare time, Kathy enjoys travelling, reading
and spending time with family and friends.
Mrs Katrina Burton was appointed a member of Council in 2008 as one of the two Old Collegians’
Association nominees on Council. Katrina is a solicitor, a Director on a number of private sector and
government boards and a member of the Audit Committee of PLC. She has been involved with the EON
Foundation (supporting individuals and communities to improve the well being of indigenous West
Australians) since its inception. Katrina is a third generation PLC Old Collegian, her eldest daughter
graduated in 2008 and three daughters currently attend the School.
PLC Community Handbook 2011
Council Sect-3-1

Professor Tracey Horton joined Council in 2010 and was appointed Deputy Chair in 2011. Tracey is a
graduate of UWA, obtained her MBA at Stanford University in California and has significant experience in
senior management and leadership. Her Directorships include SKILLED Group, Cullen Wines and Edge
Employment Solutions. In addition, she is Trustee of the West Australian Museum and a Governor of its
Foundation and Chairman of D’Orsogna Ltd. Tracey recently retired from her position as Dean of the UWA
Business School. Tracey has two sons and enjoys watching them play sport most weekends and enjoys
travel, food and wine.
Mrs Jenny Playford joined Council as President of the Parents’ Committee mid 2011. Known to the parent
community at PLC as Jenny Playford, she juggles her busy life as a mother of four young children (three
girls all current students and a son who attended the Early Learning Centre) with her career as Dr Jenny
Deague. Jenny obtained her medical degree from the University of Melbourne before undertaking advanced
training in Cardiology at Royal Melbourne Hospital and PhD studies at Melbourne University. A specialist
in Echocardiography, Jenny then underwent further advanced training and research at the Massachusetts
General Hospital and Harvard Medical School, Boston, USA. Having previously worked at Royal Perth
Hospital as a full time Cardiologist and Director of the Echo Lab and is currently a director of Hearts West
Cardiology. She is a Clinical Academic with a shared role between the Faculty of Medicines of UWA and
University of Notre Dame, Fremantle. In her spare time she enjoys playing with her children and dreaming
of holidays abroad.
Mr Simon Read was an independent member of the PLC Finance Committee in 2005 before being
appointed a member of Council in January 2006, has been a member of the Business/Finance Committee
and chaired the Strategy Committee. Simon is a Registered Liquidator, an Official (Court) Liquidator, a
Member of the Australian Institute of Credit Managers, the Insolvency Practitioners Association and the
Australian Institute of Company Directors. Simon is a Consultant with Birch Advisory, an independent
advisory firm specialising in business strategy, performance improvement and financial advice. Simon’s
eldest daughter graduated from PLC in 2011 and his youngest is a current student. In his spare time, he
enjoys cycling, gym, sleeping and photography.
Professor Karen Simmer joined PLC Council in March 2006. Karen is a paediatrician who trained in
Sydney, Adelaide and London. She is currently the Chair of the UWA Academic Board, Professor, Faculty
Medicine, Dentistry and Health Science, Director of Neonatal Intensive Care for KEMH and PMH, Co-Lead
WA Women’s and Newborns’ Health Network and a member of numerous medical advisory or research
committees, chairing several of these. She established the Western Australian Neonatal Education Program
in 2004 teaching medical students and Doctors. Karen has a son and a daughter, the latter graduating from
PLC in 2005.
Mrs Gillian Swan joined the PLC Council in February 2005 bringing a wealth of experience having
served on several other School Councils. Gillian is a member of the Uniting Church Homes Board and the
Australian College of Educators and was previously a member of WA Synod and Member WA Council of
Synod. Gillian worked in a variety of administration positions prior to retraining as a Teacher eventually
attaining the position of Deputy Principal. Gillian is currently a Professional Practice Supervisor at Edith
Cowan University, is a member of the Education Committee and a member of the Australian College of
Educators. Gillian enjoys walking, swimming, reading, traveling and gardening.
Mr Tony Taylor was appointed to Council in 2007 and chairs the Master Plan and Infrastructure Committee.
Tony’s senior management experience includes a previous partnership in an international accounting
practice as well as being Managing Director of an international services company headquartered in Perth.
He has worked in Australia and Asia and has held executive roles with both listed and private Australian
companies. His daughter has attended PLC since Pre-Kindergarten. Tony and his family are active members
of their local surf life saving and tennis clubs and enjoy being a part of both their local and school community.
PLC Community Handbook 2011
Council Sect-3-2

THE SCHOOL ORGANISATION
This is included to assist parents when they wish to contact the School.
The Principal, Ms Beth Blackwood, is the Chief Executive of the School and is directly responsible to the School
Council for the application of School policy. The Principal is assisted in the organisation of the School by the Senior
Leadership Team which comprises:
• The Deputy Principal Keith Anderson, who has specific responsibilities in the areas of curriculum, timetabling
and assessment of the School programme.
• The Deputy Principal Kim Edwards, who oversees curriculum in the Middle School and the learning and
development of staff.
• The Director of Community Relations, Chavaune Francis, who is responsible for all public relations issues
relating to the School.
• The Director of Operations, Bob Niven, who is in charge of the physical resources of the School.
• The Finance Manager, Sam Kronja, who is in charge of the financial resources of the School.
• The Head of Junior School, Heather Pope, who has specific responsibility for the organisation of both the
academic and pastoral care programme of the Junior School.
• The Head of Middle School, Sharon Anderson, who has specific responsibility for the pastoral care programme
of the Middle School.
• The Head of Senior School, Neesha Flint, who has specific responsibility for the academic and pastoral care
programme of the Senior School.
• The Head of Staff, Chris Robinson, who has specific responsibility for day to day running of the Middle and
Senior School and pastoral care programme of staff
• The Human Resources Manager, Tina Phillips.
• The Directors of the Boarding House, Malcolm and Leanne McTavish.
• The Director of Information and Learning Technology, Anna Hu.
Pastoral Care
The Pastoral Care team in the Secondary School consists of the Heads of Middle and Senior Schools, the Year Coordinators,
House Tutors, the Counsellors, the Chaplain and the School Nurses. (For further details see Pastoral Care
section).
Curriculum
The Curriculum Leaders of the School are responsible for the Key Learning Areas. They manage the academic
programme (aspects directly related to teaching, learning and assessment) and are responsible for curriculum
development, programmes of teaching and student evaluation within their Key Learning Areas. They welcome specific
enquiries about a particular subject and can assist with matters relating to subject choice.
Senior Leadership
Principal Ms Beth Blackwood BA, DipEd
Deputy Principal Senior School Mr Keith Anderson BSc(Hons), DipEd, GradDipScEd
Deputy Principal Middle School Mrs Kim Edwards BPE, DipEd, MEdMan
Head of Junior School Ms Heather Pope BEd, Dip.IntSchool Leadership, PGCE.(School Self Evaluation),
PGCE(Gifted and Talented),Teachers Cert, Teachers Dip(NZ)
Deputy Head of Junior School Mrs Meredith Beer BEd, DipTeach
Head of Middle School Mrs Sharon Anderson BEd, DipTeach
Head of Senior School Mrs Neesha Flint BSc, DipEd
Director of Finance and Administration Mr Sam Kronja BComm, CA, ACIS, AAIM
Director of Operations Mr Robert Niven
Director of Community Relations Ms Chavaune Francis BSc
Director of Human Resources Mrs Tina Phillips GradDipBus(HR), DipMktng, DipBus, DipHRM, CertIV WTA
Head of Staff Mrs Chris Robinson TC, DipFashion&Design
Director of ILT Mrs Anna Hu DipTeach , BEd(Hons)
Co-Director of Boarding Mrs Leanne McTavish BA, BEd
Co-Director of Boarding Mr Malcolm McTavish BBus, GradDipAcc
PLC Community Handbook 2012
Staff Sect-4-1

Senior Staff
Chaplain Rev Gary van Heerden BA(Hons), MA, BTh(Hons), MTh
Co-ordinator Indigenous Scholarship Programme Mrs Tracey Walker DipEd
Senior School Counsellor Ms Iva Filipovska BA, BPsych, GradDipEd
Middle School Counsellor Ms Ainsley Harvey BA, BPsych, GradDipEd
Junior School Counsellor Ms Liezl Addinall BSc, BSc(Hons)Psych, MSocSci Couns Psych
Accountant Mrs Wendy Castles BComm, ASCPA
Registrar Mrs Francesca Nelson
KEY LEARNING AREAS CURRICULUM LEADERS
Head of Senior School Mathematics Mr Greg Jones BA
Head of Middle School Mathematics Mr Greg Ladner BSc, DipEd, DipCouns, MEd
Head of Senior School English Mr Roland Leach BA, DipEd, MPhil
Head of Middle School English Mrs Rebecca Garbenis BA, GradDipEd, MEd
Head of Senior School Science Mr Greg Moran DipTch, BEd, MEd, GradCertVit
Head of Middle School Humanities Ms Geetha Nair BA, BSocSc(Hons), DipEd
Acting Head of Middle School Science Mr Neil van Herk BA, BEd
Head of Technology and Enterprise 7-12 Ms Philippa D’Sylva BEd, DipEd, DipHEc
Director of Theatre Arts Mrs Liane Campbell BEd, DipEd, DipBusMktng
Director of Music Mr Mark Thomas BMus, DipEd
Head of LOTE K-12 Mrs Janet Weston BA(Joint Hons), BEd, PGCE
Head of Music (Curriculum) 7-12 Miss Philippa Tan BMus(Hons), BMusEd, MMusStudies
Director of Visual Arts 7-12 Ms Sarah Chescoe BA(Hons), DipEd
Director of Library Resources Mr Gary Green BEd
Director LEC 7-12 Mrs Erica Walker Bed(SpecEd), BSocWk
Director of Outdoor Education Mr Liam Sullivan BBus, MA(Outdoor ED), GradDipEd, GradCertBus
Head of PE K-12 Ms Chantelle James BPE, DipEd
Head of Sport K-12 Ms Annette Pearce
Director of Curriculum Services Ms Toni Jefferies BA(Ed)
Community & Service Learning Co-ordinator Ms Tracey Bahen DipTeach, AssocDipAppSc, CertIV WTA
Director Career Education Mrs Jenny Hetherington BA(Hons), DipEd
EL/PYP Team Leader Ms Libby Renton BEd, MEd, GradCertEd
Y3-6/PYP Team Leader Mrs Jennifer Rickwood BA(Ed)
YEAR CO-ORDINATORS PASTORAL CARE
Year 8 Ms Soni Bailey BA, GradDipEd, MEdMan
Year 9 Ms Niamh Fitzpatrick BA, DipEd, MEd(AppLing)
Year 7 Ms Tamsin Moore BSc(Hons), PGCE(UK)
Year 11 Ms Jane Brandenburg BSc, DipEd
Year 12 Mr Michael Hinchley BEd
Year 10 Mrs Susan Hodge DipTeach(ESL)
HOUSE ADVISORS
Baird Mr Matthew Donaldson BPE, BSc(Hons), GradDipEd
Acting Carmichael Dr Brenda Winning BSc(Hons), PhD
Ferguson Mr Murray Saunders BA, DipTeach
McNeil Mrs Shelley Stewart BSc, DipEd
Stewart Ms Melinda Honeychurch BSc, DipEd
Summers Ms Narelle Lange BEd
Academic Junior School
Teacher Miss Cassandra Adams BSc, DipEd, MEd
Teacher Ms Emma Bolding BTeach, BAppSc, MEd
Music Teacher Mr Jason Boron BMus(Hons), GradCertMus, AKC, MEd(Hons)
Teacher Lindsey Burchill BA(Hons), PGCE
Teacher Mrs Carey Bouwer PGCE, HDipEd
PLC Community Handbook 2012
Staff Sect-4-2

Specialist Teacher Learning Enrichment Ms Priscilla Carlisle BEd(Hons)Special Needs, DipTeach,
AdvCertSpecialNeeds, CELTA
Teacher Mrs Daniela Chacon Navarro DipPrEd, Bed
Teacher Ms Rachael Crawford BEd
Teacher Ms Kerri Cresswell BA(Ed), GradDipEd
Teacher Ms Aleasha Franetovich BA, GradDipEd
Teacher Mrs Colleen Garland DipArtEd
Teacher Mrs Megan Hooper BEd, BTeach(ECE)
PE Teacher Emma Jenkins BA(Hons), Sc, MA Ed, PGCE PysEd
Teacher Ms Tracey Jensen BEd
Early Childhood Studies Teacher Ms Erin Jones BEd(ECE)
Teacher Mrs Helen Jones DipEd, BPhysEd
Teacher Ms Louise Mann DipTeach, BEd
PE Teacher Mr Jason Norris BHumMovSt
Teacher Ms Aileen O’Brien BA(Hons), GradDipEd
Teacher Mr Paul O’Brien BEd(Hons), Med
Music Teacher Ms Susan O’Grady BMus, DipEd
Teacher Ms Prue Peardon BAppSc, GradDipEd
Teacher Ms Ayomi Perera BA, GradDipEd
Early Childhood Studies Teacher Mrs Joanna Pletts BEd(ECE)
Teacher Ms Libby Renton BEd, MEd, GradCertEd
Early Learning Teacher Mrs Su-Ann Richards DipTeach, DipTECE
Teacher Ms Anita Roy BEd(Primary)
Learning Enrichment Teacher Ms Beverley Spencer DipTeach, GradCert(Learning Difficulties)
Teacher Mrs Jessica Symes BA, GradDipEd
Teacher Librarian Ms Denise Thompson DipTeach, DipAppSc
Teacher Mrs Alison Viney BA, DipTeach, GradDipScEd
Teacher Mrs Rosalea Wallace BEd, DipTeach
Mandarin Teacher Ms Sarah Wang BEc, GradDipEd
Learning Enrichment Teacher Mrs Karen Woods DipTeach, BEd, MEd
Academic Middle & Senior School
Technology and Enterprise Ms Hilde Apel BVisArts, GradDipEd
English Mrs Soni Bailey BA, GradDipEd, MEdMan
Physical Education Mrs Judy Boyne DipTeach, BEd
Science Ms Jane Brandenburg BSc, DipEd
Mathematics Mrs Trudy Chick BSc, DipEd
Drama Ms Sarah Combes BA(Hons), GradDipEd
English Dr Christine Madill BA(Hons), PhD
English Ms Jennifer Crisp BEd, DipTeach
Physical Education Mrs Christina Davini BEd
Physical Education Mr Matthew Donaldson BPE, BSc(Hons), GradDipEd
Physical Education Ms Nicole Dorrington BPE, DipEd
Humanities Ms Katiejean Enright BA, BEd
Learning Enrichment Mrs Susan Falkner BA(Hons), GradDipEd T1-3
Language B (Japanese) Ms Niamh Fitzpatrick BA, DipEd, MEd(AppLing)
Ms Gemma Freel BA, GradDipEd
Science Mr John Fry DipEd, BSc, MSc(Hons)
Language B (French) Mrs Tania Ghossein BA, GradDipEd
Library Resource Centre Mrs Deanna Graber BA, BEd
Technology and Enterprise Ms Clara Green BA, BEd
Dance Ms Karen Griffiths BA, GradDipEd
Physical Education Mrs Esther Hanbidge BEd
Language B (French) Miss Clare Hall PGCE
Dance Ms Skye Hegarty BA, AAICD, GradDipEd
PLC Community Handbook 2012
Staff Sect-4-3

Mathematics Ms Patricia Higgins BE, DipEd, MEd
Technology and Enterprise Mr Michael Hinchley BEd
Learning Enrichment Mrs Susan Hodge DipTeach(ESL)
Language B (French) Mrs Nadia Holloway BA, DipLing
Mathematics Ms Melinda Honeychurch BSc, DipEd
Mathematics Mr Asif Howard BEng, GradDipEd
Mathematics Ms Toni Jefferies BA(Ed)
Science Ms Lesley Kaye BSc, DipTeach, DipSc, MScEd
Technology and Enterprise Ms E Lagrange GradDipEd
English Ms Narelle Lange BEd
Technology and Enterprise Miss Nicola Leach BA, GradDipEd
Visual Arts Mrs Margaret Litton BEd, AssocArtTeach
Language B (French) Miss Holly Lees BA, GradDipEd
IB Diploma Teacher Mrs Luise Lowndes BEd
Humanities Ms Wieneke Maris MA, MSc
Language B (French) Mrs Jane Massey BA, DipEd BSc(Hons), GradDipEd
Science Ms Genevieve McCarthy BSc(Hons), GradDipEd
Mathematics Mrs Debbie McPhee BPE, DipEd
Accounting Mr Malcolm McTavish BBus, GradDipAcc
Technology and Enterprise Ms Carla Miragliotta BAppSc, DipEd
Science Mrs Tamsin Moore BSc(Hons), PGCE(UK)
Science Ms Guinevere Murray MA(Hons), PGCE
Humanities Mr Keith Neale BEd, DipEd
Physical Education Ms Casey Neame BEd
Music Teacher Ms Susan O’Grady BMus, DipEd
Humanities Mrs Pauline O’Hara BA, DipEd
Technology and Enterprise Mrs Christine Robinson TC, DipFashion&Design
Dance Miss Emily Rooke BA, DipSecEd
Mathematics Mrs Ann Saffen BSc, GradDipEd
Humanities Mr Murray Saunders BA, DipTeach
Humanities Mr Chris Scholten BA, BA(Ed)
PRS Mrs Ann Smith BA, GradDipEd
English Ms Emma Solomon BA(Hons), GradDipEd
Mathematics Mrs Shelley Stewart BSc, DipEd
Language B (Japanese) Ms Kumiko Sue BA, CSDM, GradDipEd
Learning Enrichment Ms Maylin Tai CertMus, BA(Hons), BEd
Mathematics Mrs Mairead Taylor BA, Bed, MREd
Science Mr Neil van Herk BA, BEd
Learning Enrichment Mrs Erica Walker BEd(SpecEd), BSocWk S1
Humanities Ms Margot Warburton BA, BEd, CertIVFIFL- French
Mathematics Mr Greg Williams BSc, BEd, DipEd, MEd,
Mathematics Mrs Kerrie Williams BSc, GradDipComp
Science Miss Alana Wilson BSc, GradDipEd
Science Dr Brenda Winning BSc, PhD
Humanities Mr David Yates BBus, GradDipEd
Music/Pipe/Band Instrumental Teachers
Music Teacher Ms Anne Coughlan BA(Ed), BEd, Suzuki Accred(Int)
Pipe Band Mrs Kerry Jones
Piano Ms Ga Won Kim BMus, MMus
Bagpipes Mrs Ailsa Miller
Clarinet Ms Melissa Sojan BMusEd
Violin/Viola Ms Michelle Wilson
PLC Community Handbook 2012
Staff Sect-4-4

General Staff
Education Assistant Junior School Mrs Marita Adams CertIV EdSup
Uniform Shop Assistant Ms Wendy Andrews
Library Mrs Jenny Astle DipAppSc
Education Assistant Junior School Miss Stephanie Ball BHScm GradDipECE
Administrator – School Tours Ms Sandy Barbir BSc, DipEd
Junior School Receptionist Ms Deb Barnaby
Outdoor Education Specialist Ms Ellen Barker BSc, CertIV ORec, GradDipEd
Information & Learning Technology Manager Mr Ryan Beaton BSc
Technology & Enterprise Assistant – Media Miss Hayley Staples
Out of School Care Co-ordinator Mrs Brenda Bishop NNEB
Education Assistant Junior School Mrs Lesley Brady CertIII TA, CertArtDes
Assistant to Director of Operations Ms Saundra Corr
Publications and Communications Co-ordinator Ms Simone Cumming BA(Hons), MSc
Academic Administration Assistant Miss Anna Curry
Receptionist Ms Esme Derrington
Community Relations Co-ordinator Mrs Joanna Dobosz-Kamasz MScArch&UrbanDesign
ILT Administration Officer Mrs Georgia Drake
French Specialist Laurence Dubuisson-Perrine
Property Assistant Mr Ian Elshaw
ILT Technical Officer Mr Serge Flora BLaws (Belgrade)
Outdoor Education Specialist Mr Jay Freap DipOEd, BEd
JS Library Technician Mrs Maria Giglia DipLibStudies
Theatre Manager Mr Blake Granston
Human Resources Assistant Mrs Jane Hard
Education Assistant Special Needs Junior School Ms Janet Haar CertIV TA
Groundsperson Mr Glenn Hermans
ILT Curriculum Integration Manager Mr Jeremy Hetebry BA, BEd, GradCertEd(ICT)
Property Manager Mr Chris Holloway DipBuildersReg
Laboratory Technician Miss Fran Howl BSc
Education Assistant Junior School Ms Debra Hughes-Hallet BA, CertMusStud
Head Rowing Coach Mr Bill Hutton NSCA L2 Rowing
ILT Operations Manager Mr Geoff Jagoe BSc, DipEd
Alumni Co-ordinator Mrs Colette James
Reception Student Services Mrs Amy Jorgensen
Visual Arts Technician Miss Illiana Jordanov BA, MA
Property Assistant Mr Stefan Kiefer
Accounts Receivable Officer Ms Audrey Lee BComm
PA to Principal Mrs Debbie Lee
Property Assistant Mr Wayne Lillis
Archivist Mrs Shannon Lovelady
Laboratory Technician Ms Elizabeth Lourensz CertIV LabTech, CertIV TA (SpecNeeds)
Classroom/Education Assistant Mrs Rosemary Lukin
Administration Officer (Reprographics) Ms Jenny Manners
Education Assistant Junior School Mrs Danielle Magaraggia
Functions Co-ordinator Mrs Elaine Masterson
Library Assistant Mrs Lin Matthews
Assistant to Deputy Principal MS Miss Felicity McKeever
Property Leading Hand Mr Damien McLeod
Education Assistant Junior School Ms Francesca Meehan DipEdAss
Assistant to Deputy Principal SS Miss Angela Milias
Head Rowing Coach Mr David Milne
Music Assistant Mrs Kate Montague
Registered Nurse Mrs Janet Moullin BAppSc(Nursing), CertCH, RN
Assistant Technology and Enterprise Mrs Val Myers
Accounts Officer – Collections Mrs Sandra Otranto BComm
Education Assistant Junior School Miss Kate Phillips CertIII TA, DisabilityWork, CertIV YouthWk,CommServ
PLC Community Handbook 2012
Staff Sect-4-5

Accounts Payable/Payroll Officer Mrs Linda Pinto BSc
Registered Nurse Ms Lynne Power RN
Middle School Receptionist Mrs Theresa Scott
Assistant to Registrar Mrs Maureen Seubert
Receptionist Ms Di Simmons
PE Admin Officer Mrs Louise Smith
Registered Nurse Mrs Nanette Smith RN
Assistant to Head of Junior School Mrs Leanne Stainton
Senior School Receptionist Ms Lyn Taylor
Council Secretary Mrs Karen Taylor GAICD
ILT Technology Officer Mr Paul Trimboli
Education Assistant Junior School Ms Amelia Turner EN
Clothing Store Assistant Mrs Dee Wells
Property Assistant Mr Carl Willis
Academic Administration Assistant Mrs Elizabeth Yeomans
Librarian Ms Molly Yeong BA (Hons), DipLibStudies
Boarding House Staff
Team Leader Mrs Lee Nugent
Team Leader Mrs Julie Orrock
Supervisor Miss Justine Keys DipAppSc
Supervisor Miss Kirsty Nugent BA, DipAppSocSc, CertResCare
Supervisor Ms Louisa Smith DipChNurs
Supervisor Miss Kate Mugliston BSc
Supervisor Ms Joanna Tugwell
Boarding Assistant Miss Claire Burton BA(CommSt)
Boarding Assistant Ms Kaitlyn Plyley CertIII Design, BA
Boarding Assistant Miss Sophie Goyder
Boarding Assistant Ms Hannah Smith
Administration Assistant Ms Sara Harrison
Bus Driver Mr Paul Stewart
Visiting Music Tutors
Ms Rosie Baldwin BMus
Ms Jane Blanchard BA
Ms Katherine Brandt BMus
Mr Kitt Byfield BMus
Miss Allie Clarke BMA, BCom
Ms Dorée Dixon BBus, BMus
Mrs Julie Durant BA,DipEd
Ms Josephine Fountain BMusPerf
Mr Steven Harmer BEd, BMus
Ms Phoebe Jackson BMus(Classical Voice/Opera)
Ms Jessica McKee AMusA, BMus
Ms Kate Pitcher BMus(Perf)
Mr Shane Pooley BA(JazzPerf)
Ms Christine Reitzenstein
Ms Jessica Sardi BPA(Hons), ADMT
Mr Mark Shanahan BMus
Ms Melissa Skinner BMusEd(Jazz)
Mrs Hiroko Smith Suzuki Primary
Ms Louise Tayler-Lloyd BMusEd, AMusA, AssDipBr
Mrs Rennae van der Laan BMus, BEd, MMus
Mrs Rebecca Vouyoucalos BMus
Mr Richard Webster BMus, AdvDip(Contemporary)
Mrs Maribeth Williamson
Miss Kate Wilson BA
PLC Community Handbook 2012
Staff Sect-4-6

STUDENT OFFICIALS
2012 Student Prefecture
Position
Head Prefect
Deputy Head Prefect
Senior Boarder
Arts Captain
Service Captain
Sports Captain
Baird House Captain
Carmichael House Captain
Ferguson House Captain
McNeil House Captain
Stewart House Captain
Summers House Captain
Student Prefect
Student
Isabella Blakiston
Kate Wambeek
Caitlin Davies
Alana Martin
Morgan Wolpers
Anna Bradley
Stephanie Bell
Olivia Seymour
Elise Labuschagne
Jessamy Burton
Brittany Pethick
Daisy Atkins
Georgia Clarke
Boarding House Prefects
Deputy Head - Georgia Ramm
Arts and Activities - Brittany Sparrowhawk
Community Service - Abigail Sim
Sports - Shannon Chamberlain
Civics and Social Justice Captain Joanna Akehurst
Chorale Captain
Rebecca Duket
Concert Band Captain
Eleanor Norman
Dance Captain
Madeleine Swan
Debating/Public Speaking Captain Elizabeth Kuiper
Drama Captain
Rosannah Edwards
Drum Major
Victoria Somers
Environmental Captain
Hannah Bougher
Kookaburra Literary Editor
Sophie Taylor
Kookaburra Photographic Editor Saskia Wield
Media Captain
Candice Stevens
Orchestra Captain
Marissa Loh
Overseas Captain
Rebecca Tran
Pipe Major
Emily Mackay
Reconciliation Captains Callee Pigram and Alexandra Bailey
Stage Band Captain
Grace Moloney
Theatre Technical Captain Amy Blanco
Visual Arts Captain
Ruby Van Beem
Vocal Ensemble Captain Ella Nield
PLC Community Handbook 2012
Student Officials Sect-5-1

POLICIES, PROCEDURES AND GUIDELINES
PARENT - SCHOOL COMMUNICATIONS
The following policies and procedures apply to communications between parents and the School on student related
matters.
Guiding Principles
• PLC exists to provide an excellent education for girls and to nurture them to help them to achieve their own
full potential.
• Our policies reflect students’ growing independence, resilience and acceptance of responsibility for their own
behaviour.
• The School Council trusts the professionalism and ability of its teaching and other staff to provide appropriate
outcomes for each girl.
• The School expects staff and parents to behave in a manner consistent with our Christian values of respect
for others, courtesy and honesty.
• PLC promotes a culture of openness. We expect that parents will have discussed the issue of concern with
their daughter before contacting the School and, depending on the appropriateness of age, that the student
will be engaged in discussions.
• Communication with class teachers in the Junior School and with Year Co-ordinators in the Middle and
Senior School is important and encouraged. However, staff have many duties which extend beyond the
normal school day. During the School day they are expected to be principally engaged in teaching duties.
Parent meetings must be scheduled to take account of the many other demands the School places on the time
of the staff.
• The School owes a duty to its staff to protect them from intimidatory, threatening or bullying behaviour. Staff
are instructed to terminate such contact forthwith and to advise the Principal or Head of School.
Procedures
The first point of contact for Middle and Senior School parents should always be through the Year Co-ordinators. The
Co-ordinators have voicemail and undertake to clear messages regularly and respond within a reasonable time. E-mail
communication should also be directed through Year Co-ordinators.
The Year Co-ordinator will determine the appropriate persons to refer the issue, as well as the most suitable
communication, be it by telephone, e-mail or a meeting.
In Junior School the primary communication is the student diary. Parents of Junior School students should contact
teachers through Junior School Reception. The teacher will subsequently communicate with the parents within a
reasonable time, having regard to other duties.
Visits to Campus
Parents are welcome to all events marked as such on the Links diary such as Assemblies, Sports Days and the like.
It is not, however, appropriate for parents to visit the Middle and Senior School campus during the School day unless
invited for a specific occasion, attending an appointment or completing volunteer work.
Parents visiting the campus should report first to Junior School, Middle School, Senior School Reception or Scorgie
House. A Visitor’s Pass will be issued for the duration of the visit.
Volunteers should have a School name badge or Visitor’s Pass.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-1

PRIVACY POLICY
Your privacy is important to us.
This statement outlines the policy of Presbyterian Ladies’ College on how the School uses and manages personal
information provided to or collected by it. The School is bound by the National Privacy Principles contained in the
Commonwealth Privacy Act.
The School may, from time to time, review and update this Privacy Policy to take account of new laws and technology,
changes to the School’s operations and practices and to make sure it remains appropriate to the changing School
environment.
What kind of personal information does the School collect and how do we collect it
The type of information the School collects and holds includes (but is not limited to) personal information, including
sensitive information, about:
• Students and parents and/or guardians (‘Parents’) before, during and after the course of a student’s enrolment
at the School.
• Job applicants, staff members, volunteers and contractors; and other people who come into contact with the
School.
Personal Information You Provide
The School will generally collect personal information held about an individual by way of forms filled out by parents
or students, face-to-face meetings and interviews and telephone calls. On occasions people other than parents and
students provide personal information.
Personal Information Provided By Other People
In some circumstances the School may be provided with personal information about an individual from a third party,
for example a report provided by a medical professional or a reference from another school.
How will the School use the personal information you provide
The School will use personal information it collects from you for the primary purpose of collection, and for such other
secondary purposes that are related to the primary purpose of collection and reasonably expected, or to which you
have consented.
Students and Parents
In relation to personal information of students and parents, the School’s primary purpose of collection is to enable it
to provide schooling for the student. This includes satisfying both the needs of parents and the needs of the student
throughout the whole period the student is enrolled at the School.
The purposes for which the School uses personal information of pupils and Parents include:
• To keep parents informed about matters related to their child’s schooling, through correspondence, news
letters and magazines.
• Day-to-day administration.
• Looking after students’ educational, social and medical well-being.
• Seeking donations and marketing for the School.
• To satisfy the School’s legal obligations and allow it to discharge its duty of care.
In some cases where the School requests personal information about a student or parent, if the information requested
is not obtained, the School may not be able to enrol or continue the enrolment of the pupil.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-2

Volunteers
The School also obtains personal information about volunteers who assist the College in its functions or conduct
associated activities, such as the Old Collegians’ Association, Parents’ Committee, PLC Auxiliary etc. to enable the
School and the volunteers to work together.
Marketing and Fundraising
The School treats marketing and seeking donations for the future growth and development of the School as an important
part of ensuring that the School continues to be a quality learning environment in which both students and staff thrive.
Personal information held by the School may be disclosed to an organisation that assists in the School’s fundraising,
for example, the School’s Foundation or Old Collegians’ Association.
Parents, staff, contractors and other members of the wider School community may from time to time receive fundraising
information. School publications, like newsletters and magazines, which include personal information, may be used
for marketing purposes.
To whom might the School disclose personal information
The School may disclose personal information, including sensitive information, held about an individual to:
• Another school.
• Government departments.
• Medical practitioners.
• People providing services to the School, including specialist visiting teachers and sports coaches.
• Recipients of School publications, such as newsletters and magazines.
• Parents.
• Anyone to whom you authorise the School to disclose information.
Sending Information Overseas
The School will not send personal information about an individual outside Australia without obtaining the consent
of the individual (in some cases this consent will be implied), or otherwise complying with the National Privacy
Principles.
How does the School treat sensitive information
In referring to ‘sensitive information’, the School means: information relating to a person’s racial or ethnic origin,
political opinions, religion, trade union or other professional or trade association membership, sexual preferences or
criminal record, that is also personal information; and health information about an individual.
Sensitive information will be used and disclosed only for the purpose for which it was provided or a directly related
secondary purpose, unless you agree otherwise, or the use or disclosure of the sensitive information is allowed by
law.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-3

Management and Security of Personal Information
The School’s staff are required to respect the confidentiality of students’ and parents’ personal information and the
privacy of individuals. The School endeavours to ensure that the personal information it holds is accurate, complete and
up-to-date. A person may seek to update their personal information held by the School by contacting the Registrar at
any time. The National Privacy Principles require the School not to store personal information longer than necessary.
You Have The Right To Check What Personal Information The School Holds About You
Under the Commonwealth Privacy Act, an individual has the right to obtain access to any personal information which
the School holds about them and to advise the School of any perceived inaccuracy. There are some exceptions to this
right set out in the Act. Students will generally have access to their personal information through their parents, but
older students may seek access themselves.
To make a request to access any information the School holds about you or your child, please contact the
Principal in writing.
The School may require you to verify your identity and specify what information you require. The School may charge
a fee to cover the cost of verifying your application and locating, retrieving, reviewing and copying any material
requested. If the information sought is extensive, the School will advise the likely cost in advance.
Consent and Rights of Access To The Personal Information of Students
The School respects every parent’s right to make decisions concerning their child’s education.
Generally, the School will refer any requests for consent and notices in relation to the personal information of a student
to the student’s parents. The School will treat consent given by parents as consent given on behalf of the student, and
notice to parents will act as notice given to the student.
Parents may seek access to personal information held by the School about them or their child by contacting the
Principal. However, there will be occasions when access is denied. Such occasions would include release of information
that would have an unreasonable impact on the privacy of others, or where the release may result in a breach of the
School’s duty of care to the student.
The School may, at its discretion, on the request of a student, grant that student access to information held by the School
about them, or allow a student to give or withhold consent to the use of their personal information, independently
of their parents. This would normally be done only when the maturity of the student and/or the student’s personal
circumstances so warranted.
Enquiries
If you would like further information about the way the School manages the personal information it holds, please
contact the Human Resources Manager.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-4

ANTI-BULLYING POLICY
Whole School Common Understanding
PLC has amongst its aims the provision of a safe, secure and positive environment in which each girl can develop the
knowledge, skills, self-confidence and maturity to respect and care for herself and for others.
The College aims to establish a community in which everybody feels valued and safe, and where individual differences
are understood, accepted and appreciated. It is the responsibility of all students and staff to uphold the right to this
environment. The PLC community does not tolerate bullying or harassment in any form. Respect for others by staff,
parents and students is expected at all times.
An awareness and shared understanding of bullying needs to be developed through active consultation with all members
of the College Community, including teaching staff, non-teaching staff, students, parents and the wider community.
This shared understanding needs to be characterised by acknowledgement of bullying as more than a relationship
between those who bully and those that are bullied. Bullying needs to be seen as a social relationship, involving group
values and group standards of behaviour, requiring collaborative and consistent action across the College Community
for positive changes to occur.
Aims
To teach, protect and support members of the PLC community by:
• Providing a learning environment where individual differences are appreciated and accepted.
• Modelling behaviour that shows tolerance and acceptance at all times by all members of the community.
• A discipline practice that emphasises the protection of rights, the enhancement of personal responsibility and
accountability, self-discipline and respect for the rights of others.
• An understanding and support of the above PLC policy statement.
To increase the awareness of all members of the College Community by communicating:
• An understanding of what bullying is, where/when/why it occurs.
• The College’s attitude as one of total opposition to bullying, and countering the view that bullying is an
inevitable part of school life.
• The College has strategies to deal with bullying.
What is Bullying
Bullying is any behaviour intended to hurt, injure, threaten, intimidate or frighten another person in such a way that
the person feels that she/he cannot do anything about it. Bullying is perceived as an imbalance of power or the attempt
to gain power over another person.
Elements:
• Hurtful (the person does not like it).
• Intentional, uninvited/aggressive behaviour.
• Target student feels powerless (to do anything about it).
• Repetitive, occurring over a period of time.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-5

Examples of Bullying Behaviour
Physical:
Verbal:
• Pushing, hitting, punching, bumping, kicking.
• Obstructing / confining.
• Stealing / hiding property.
• Damage, interference or damage to personal belongings.
• Writing abusive notes or initiating inappropriate emails.
• Sending abusive or malicious emails, text messages and accessing, altering or deleting others work
or folders.
• Writing harmful comments about any member of the College community on social websites such as
MySpace.
• Name calling/teasing/picking on.
• Mocking/taunting.
• Making put down comments/belittling.
• Threatening violence/physical aggression.
• Insulting/shout at/swear at.
• Homophobic comments.
• Racial/minority group comments.
Social/Psychological:
Cyber Bullying:
• Visual - stare at threateningly, giving ‘evils’.
• Standing close to a person and acting in a threatening manner.
• Pulling faces.
• Excluding from activities.
• Ignore completely.
• Saving seats.
• Creating paranoia - whispering, stopping activities when target student enters room.
• In recent years, schools have become increasingly concerned with bullying behaviour that occurs
within cyber space such as email, social network sites and phone texts. The definition of the
behaviour remains the same; repeated and unjustifiable behaviour that is intended to cause fear,
distress or harm. The effect of cyber bullying can become more pronounced than other forms of
bullying as the intentional harm can be distributed to a wide audience, adding to the
embarrassment or level of distress.
• Definition *
Cyber bullying is when an individual or group use the internet, mobile phones or other technology
to hurt another person or group of people.
• Facts *
Cyber bullying is fairly common, likely to increase and possibly associated with greater harm than
face to face bullying.
Young people are less likely to report cyber bullying than face to face bullying.
Engaging young people, especially as positive bystanders is the key to discouraging negative
behaviours in cyber space.
• Prevention strategies:
• Home
If you allow your children to use social network sites at home- discuss the potential for harm from
bullying behaviour and supervise their use of technology.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-6

• School
A “Cyber Friendly “programme is run with all Year 8 students.
Other Year group discussions take place within the Health curriculum and workshops run by the
School Counsellors and Junior school staff members.
PLC has blocked several social networking sites within the school grounds.
Cyber Bullying that has affected a member of the PLC community and has caused upset within the school context
will be addressed in the same way and with the same consequences as any other form of bullying that is brought to
the attention of school staff.
*Definitions and Facts taken from Edith Cowan University: Child Health Promotion Research Centre
Effects of Bullying Behaviour
Many of the immediate effects of bullying behaviour can be observed by reviewing the behaviours listed in Detection
Strategies.
Longer Term Effects on the Person Being Bullied
• Higher levels of stress, anxiety, depression and psychiatric illnesses.
• Loss of self-esteem and confidence.
• Under-performance.
• More likely to self harm.
• More likely to be socially isolated, use alcohol and drugs and to abuse dependent children.
Detection Strategies
Staff awareness of the following indicators that a student may be suffering from bullying or harassment:
At School
• School refusal or reluctance to attend School.
• Unexplained ‘sick’ days or frequent visits to the Health Centre.
• School refusal on certain days or certain lessons (eg sport).
• Lateness for School.
• Constant use of the Library at break times.
• Significant decrease in work output and/or results.
• Lacking concentration in class.
• Erratic academic performance.
• Tiredness.
• Social withdrawl from peers.
• Withdrawal from co-curricular activities.
• Bullying of others.
• Being particularly negative and difficult toward peers.
At Home
• Any of the above.
• Psychosomatic complaints – headaches, stomach aches.
• Depressed, lethargic, apathetic.
• Stressed, anxious, mood swings.
• Sudden outbursts of temper.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-7

• Bedwetting in younger children.
• Loss of appetite.
• Being particularly negative and difficult towards siblings at home.
• Request to change transport arrangements.
Prevention Strategies
The Principal and Staff of the College must clearly demonstrate a commitment to supporting staff and students in the
implementation of the anti-bullying policy and procedures in a regular and consistent manner.
Whole School Prevention Strategies
• Public Commitment to Respect for Self, Others and the School
• Explicit in School aims and reinforced through School assemblies, publications and meetings.
• Modelling appropriate behaviour and action.
• Allocating appropriate resources to implement policy effectively.
• Providing professional development and training for staff.
• Legitimising the roles and responsibilities of all members of the PLC community.
• Increase Awareness of the School Policy on Bullying
• Clear statement in PLC Community Handbook and School Diary.
• Distribution of Bullying Policy brochure to all parents.
• Anti-Bullying Policy outlined to all parents of new students at Orientation Days and Support
Your Daughter Evenings.
• Regular reminders of what bullying is and that bullying is not acceptable, and what to do if
they know or suspect that bullying is occurring in Year, House Meetings and Assemblies.
• Support from other curriculum areas to reinforce the ideas presented in the Policy
Statement.
• Supervision Practices - Staff and Student Leaders to be aware of:
• Their responsibilities in carrying out supervision duties - on campus, on buses, during camps
and excursions and in the classroom.
• School rules and School policy on bullying.
• Modelling appropriate behaviour especially:
• Tolerance and acceptance of individual differences.
• Assertive behaviour rather than aggressive behaviour.
• Emphasis of co-operation and teamwork.
• Use of alternative conflict resolution strategies.
• Monitor and Review
• Heads of Middle and Senior School and class teachers (Junior School) maintain records of
incidents. Copy of incident reports highlighted in Denbigh records.
• Continual review of the Anti-Bullying Policy and process.
• Annual update of ‘Safe Schools’ initiatives.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-8

Classroom and Tutorial Prevention Strategies
• Generate Awareness and Build Involvement
• Find opportunities to increase awareness of what bullying is, and what is acceptable behaviour through
discussion and role playing.
• Consider student views on locker areas, use of bags, queuing for class, cafeteria, what happens at lunch or
recess.
• Encourage students to be active bystanders with collective responsibility.
• Encourage all Learning Areas to develop themes of respect, friendship and anti-bullying through
curriculum.
• Display posters about bullying, made by the students.
• Remind students that there is always someone to talk over a situation with: friend, tutor, class teacher,
counsellor, chaplain, nurse, senior student, parent or Year Co–ordinator.
• Use peer support practices through House and Tutorials.
• Develop Peer Mediation and Peer Support Programs.
• Mix up class seating arrangements on a regular basis.
Individual Student Prevention Strategies
Early intervention with students who are likely to be vulnerable to teasing and bullying, through such means as:
• Explaining that responding is not dobbing.
• Emphasising that they are not to blame.
• Explaining their rights.
• Teaching them how to be more assertive.
• Skilling in response to bullying incidents.
• Affirming their self worth by treating them with dignity and respect.
Parental Prevention Strategies
• Take time to be with and to communicate with your daughter.
• Discuss their day at school, share thoughts and ideas
• Keep communication open and positive.
• Do not be judgmental about friendships.
• Develop awareness of own parenting styles.
Encourage your child to:
• Consider alternative ways to respond.
• Develop self confidence and independence.
• Have friends over.
• Discuss values and beliefs.
• Understand and appreciate individual differences.
• Encourage your daughter to talk about her social life.
• Advise your daughter to tell a trusted staff member if she is bullied.
• Advise a staff member immediately if you think your child is being bullied.
In setting behaviour limits at home:
• Be fair and consistent.
• Be assertive not aggressive.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-9

Discuss with your child:
• The ethos of the College.
• The School rules.
• The use of the House and Tutor and pastoral care system.
Watch for Signs of Distress
• Check out possible sources of anxiety. Where you have concerns contact the Year Co-ordinator or
Head of School immediately.
• Advise your daughter to tell a trusted person if a bullying incident arises.
• Take the child seriously, but act calmly.
• Do not phone the parents of the student perceived to be engaging in the bullying behaviour.
• Maintain contact with the School.
Responses To Incidents Of Bullying
Students, staff or parents may report incidents to the Class Teacher, Tutor, Year Co-ordinator, Head of School,
Counsellor, School Nurse, Chaplain, Deputy Principals or Principal. Support and promotion of the idea that, ‘it is
okay to tell, and you will be believed’, will assist in the detection of individuals at risk. Staff are to record reported
or observed incidents on the intervention record. Copies of the incident reports will be held in the Middle and Senior
School offices. If an incident is not resolved after the initial reporting, it is taken to the Year Co-ordinator, Head of
School or Counsellor for discussion of appropriate next response. For persistent bullying behaviour in groups, the
‘Shared Concern’ method may be employed. Appropriate responses to persistent bullying behaviours will be decided
after consultation with two or more staff members, usually involving the relevant Head of School.
The Person Being Bullied
The College’s aim in responding to incidents of bullying should be to support, repair and rebuild.
Students should be taught that if they are subjected to bullying, there are alternatives available to them,
which include:
• Decide how serious the present incident is. If it is not serious or especially hurtful, such as a singular
incident of name-calling or put down, ignore it. If it is hurtful, or frequent you should act to stop it.
• Tell an adult about the bullying: a class teacher, tutor, older student, peer support leader, school nurse,
counsellor, chaplain or parents. Do not be afraid of intimidation, this only encourages the bully and
rewards the behaviour.
• Be assertive, not aggressive. Tell the bully you won’t put up with this and tell the person to stop it. Do not
try to fight back or trade insults.
• If it does not stop, report the incident immediately to a member of staff.
Target students who report bullying incidents need to know that something will be done, that their
circumstances are not hopeless or ‘their fault’. They need to be confident that they will not be at risk of
further bullying as a result of reporting an incident.
Target students may be offered:
• The assurance that the incident they have reported will be investigated and acted upon.
• Counselling, by the School counsellor or other appropriate members of staff.
• Opportunities in class to develop their prestige with other students, through having opportunities to
exercise responsibility, or through being placed in groups with well regarded peers.
• Opportunities to learn and practise ways to respond assertively.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-10

Follow Up
In all reported cases of bullying, there needs to be follow up with the student who is bullied after the initial
incident has been reported and dealt with. The person responsible for the follow up is the class teacher
(Junior School), or Year Co-ordinator (Middle and Senior School), in consultation with the counsellor where
necessary. If serious, the relevant Head of School will be involved.
The follow up needs to be brief interviews at reasonable intervals to see whether the bullying is continuing.
The number of follow up interviews required will depend upon the student’s needs. In most cases a couple of
follow up checks is sufficient, but where the student has been persistently bullied over a long period of time,
checks over several months may be necessary.
The Student exhibiting bullying behaviour
The College’s aim is to have the student understand that what she has done is unacceptable and that her
behaviour must change in the future. If possible the aim is also to evoke empathy for the student who has
been bullied.
The Shared Concern Approach
Staff may use a ‘Shared Concern’ approach to intervene in group or relational bullying situations. The ‘Shared Concern’
approach is only appropriate for use in the initial stages of social issues. This approach aims to develop empathy and
concern for others and utilizes a problem-solving approach to social issues. Ongoing incidents of bullying would be
addressed with parent-student consultation and a range of consequences.
Severe or Recurring Incidents
It must be made clear that the behaviour is against the standards set by the community, and that sanctions may include
withdrawal from that community.
Action may include a range of sanctions, including:
• Further counselling.
• Community service.
• Suspension, or ultimately expulsion.
Bystanders
The role of the bystander is crucial in reducing incidents of bullying, and needs to be clearly understood by all
community members. The bystander needs to be equally responsible as the student who initiated the bullying behaviour
if the bystander does not report the behaviour.
A list of bystanders should be determined from the target student, the bully, and other persons associated.
In individual chats with each bystander:
• Their observations and actions are determined.
• The School Anti-Bullying Policy is reiterated.
• Stress the important role that bystanders should be playing in stopping and/or tempering future bullying
incidents. Emphasise that they are the ones who have the power to stop the bullying.
• Bystanders are failing in their responsibility to themselves and the College if they do not intervene or
report.
• Keep notes regarding each contact for future reference.
Some students who are bystanders need to be involved in counselling regarding bullying, or be involved in more
thorough discussions regarding the resolution of the incident in question.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-11

The Pikas Method of Shared Concern
Key principles include:
• Bullying occurs in the context of group behaviours.
• Approach aims to develop empathy and concern for others.
• Developing a sense of shared concern by the whole community for bullied individuals.
• By involving both the students engaged in the bullying behaviour and the bystanders, the group dynamics can
be altered.
• Bullied students may be at risk of revenge attacks if punitive measures are used to discipline bullies as they
reinforce the idea that power can be used to meet needs.
The following table from Coosje Griffiths, 2000, Friendly Schools Project has been modified to suit the specific needs
of PLC.
Steps in the Pikas Method of Shared Concern
• Receive information about the incident. Gain the confidence and agreement of the targeted student to proceed
with process.
• Inform the Year Co-ordinator or School Counsellor of the situation and action planned. Inform parents if
applicable.
• Arrange meeting with students involved.
• Meetings with the individual ‘suspected’ bullies. Meetings should be brief and students should be seen without
a break in between. Discussion of issue and appropriate behaviour change.
• Counselling sessions with the target student.
• Group or individual meetings with the ‘former’ bullies approximately a week later.
• Meeting with former target student.
• Resolution meeting with former target student and bullies (if deemed appropriate).
• Further follow up or monitoring.
Points to Remember
• Express confidence to all concerned, that the problem can be resolved satisfactorily for all parties.
• When interviewing students who are suspected of engaging in bullying behaviour it is important that the
students come up with a simple, realistic change in their own behaviour which will improve relations with the
targeted student. The aim is to make the targeted student feel safer and happier.
• In follow up discussions recognise and praise any evidence of positive interactions.
• It is vital to remember that for severe bullying incidents the ‘Shared Concern’ method is not appropriate.
• A consequence and direct intervention approach should be employed.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-12

Peers
Student
Parent
Report issue to staff member
Intervention Plan
Year Co-ordinator
Counsellor, Head of School, Deputy or Principal are consulted where appropriate.
Parent consultation if appropriate
Sequence of consequences as deemed
appropriate by Head of School
• Negotiated behavioural change
Shared Concern Approach
Group support and problem solving process suitable
for group issues.
• Parent consultation
Further incidents
Teachers to consult with Head of School re contact with parents.
On-going support
Head of School / Principal
Parent consultation
and consideration
of further action
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-13

GRIEVANCE PROCEDURE
Education is a partnership between the School and the parents. Open communication will support both parties in
meeting the needs of the child. In all instances we encourage parents or students who have concerns to make it known
to the School as soon as possible. We are more than willing to listen and to work together to find a resolution to the
issue. Often what may seem to be a small issue or concern can be addressed easily, but if left can escalate into major
and more difficult issues.
The following principles determine our policy for addressing complaints/grievances:
• Where a grievance arises, in the first instance it should be dealt with in an informal manner, by discussing it
with the staff member involved.
• If a grievance cannot be resolved at an informal level, the complainant shall advise the other party that the
grievance will be taken to the next level (refer to flow chart).
• Grievances should be discussed and resolved within a general framework of co-operation which emphasises
prevention of future disputes. A complainant shall not be disadvantaged for having lodged a complaint.
• There must be an end to the process at some point; hence there must be an acceptance by the parties that it is
possible that the resolution of a complaint may not take the form that all of the parties would wish.
• It may be necessary to involve an external mediator, mutually agreed by both parties and the Chair of the
School Council, to help resolve an issue.
The purpose of these guidelines is to establish mechanisms to facilitate resolution of conflicts and grievances involving
students, parents and staff associated with the School.
The process is based on the principles of natural justice in that all parties (both complainant and those perceived to
have caused the grievance) have the right to be heard without prejudice and to be treated fairly and with respect.
Throughout the grievance resolution process, the basic principle is to keep open all channels of communication.
A grievance arises from any decision, act or omission by any person or persons within the School, which is considered
by the complainant to be wrong, mistaken, unjust, inequitable or discriminatory and is causing concern or distress.
There are two grievance processes - an informal grievance process and a formal grievance process.
An informal grievance process allows:
• The grievance to be dealt with at the local level.
• Documentation and record keeping to be kept to a minimum.
• The greatest likelihood of reaching an outcome acceptable to all parties.
The formal grievance process only occurs when it is unlikely that the parties involved will reach a conciliation via
the informal process. At each stage of this process a record should be made, beginning with documentation of the
original complaint.
In describing the following grievance procedure steps, a worst-case approach has been taken; that is the complaint
continues as far as possible. It is hoped that complaints can be resolved at the earlier stages.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-14

Junior School (K-6)
Grievance Procedure Steps
Junior School K - 6
Parent and Teacher
if unresolved
Head of Junior School, Deputy Head of Junior School
or with other staff where appropriate eg School Counsellor
if unresolved
Principal
if unresolved
Principal and/or Chair of Council
(or Chair’s nominee mediator)
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-15

Middle School (Year 7 - 9 / Senior School (Year 10 - 12)
Grievance Procedure Steps
Middle School Year 7 - 9
Senior School Year 10 - 12
Parent/Student and Subject Teacher
(academic)
Year Co-ordinator (pastoral/academic)
if unresolved
Head of Department (academic) or
Head of Middle or Senior School (pastoral)
or with other staff where appropriate eg School Counsellor
if unresolved
Deputy Principal (Senior School)
or
Deputy Principal (MYP)
if unresolved
Principal
if unresolved
Principal and/or Chair of Council
(or Chair’s nominee mediator)
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-16

Boarding House
Grievance Procedure Steps
Boarding House
Parent/Student and Residental Staff
if unresolved
Director of Boarding
if unresolved
Principal
if unresolved
Principal and/or Chair of Council
(or Chair’s nominee mediator)
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-17

COMPLAINTS AND APPEALS - INTERNATIONAL FULL FEE STUDENTS
If a matter cannot be resolved informally, a formal complaint or appeal must be made in writing to the Principal. A
complainant or appellant has the opportunity to formally present his or her case at minimal or no cost. Each party may
be accompanied and assisted by a support person at any relevant meetings. The complainant or appellant will be given
a written statement of the outcome, including details of the reason for the outcome. The process commences within
10 working days of the formal lodgement of the complaint or appeal and supporting information and all reasonable
measures are taken to finalise the process as soon as possible.
CONCILIATION OF DISPUTES INVOLVING INTERNATIONAL FULL FEE STUDENTS
The Office of Non-Government Education offers the services of a conciliator. The Conciliator tries to resolve disputes
between international students and their educational institutions here in Western Australia. This service is available to
international students and staff members at an institution.
The Conciliator
From time to time issues arise which international students and their institutions find difficult to resolve between
themselves. For example there may be dissatisfaction with some aspect of the education which is being delivered
by the institution, or there may be a dispute regarding the amount of refund to be paid to the international student in
certain circumstances.
If either a student or a member of staff at an institution would like to discuss a case with an independent person, they
can contact the Conciliator:
Ms Anne Duncan
Conciliator
Department of Education Services
22 Hasler Road
OSBORNE PARK WA 6017
Phone: + 61 8 9441 1900
Fax: + 61 8 9441 1950
Email: anne.duncan@des.wa.gov.au
The Conciliator is happy to discuss issues of concern at any stage of a dispute, however please note that the Conciliator
will only become actively involved in a case on behalf of either the student or the institution once an attempt has been
made between the parties themselves to resolve the dispute, and that attempt has failed.
Discussions with the Conciliator can remain confidential if the party wishes. This service is provided free of charge by
the Government of Western Australia.
INDEPENDENT ARBITER
International students have access to an independent arbiter to hear complaints or appeals from the registered
provider’s internal complaints and appeals process or the School can refer students to an existing body where that
body is appropriate for the complaint or appeal. The independent arbiter for PLC is Lorraine Day, an independent
education consultant. This service is provided at minimal or no cost.
Parents can access the Education Services for Overseas Students (ESOS) Framework via the following link
http://aei.gov.au/AEI/ESOS/QuickInfo/ESOS_FrameWork_pdf.pdf
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-18

ADHD POLICY
At PLC we recognise the necessity of a team approach, involving the student, parents, teachers, School Counsellors
and health professionals for PLC students diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD).
PLC recognises the need for a consistent and supportive approach for students diagnosed with ADHD and has set out
the management policy below that outlines the responsibilities of PLC staff, the student, her family and the managing
paediatrician.
Notification Process
Applicants to PLC: Initial notification of ADHD status needs to be made on the School Acceptance Form. A clear
statement at this time will enable ongoing support for your daughter at PLC. Three months prior to entry, current
information needs to be provided to the School Counsellor and should consist of the nature of the diagnosis, intervention
strategies used in the past and those used currently, the name(s) of the paediatrician and any other professionals
involved in the management of the student’s ADHD.
Enrolled Students: If an enrolled student is diagnosed with ADHD, parents of the student are required to inform
the Head of Junior, Middle or Senior School and to provide the School Counsellor with details of the nature of the
diagnosis, intervention strategies recommended and the name(s) of the paediatrician and any other professionals
involved in the management of the student’s ADHD.
Suspected ADHD
If parents or teachers suspect a student may have ADHD, this concern should be discussed with the School Counsellor.
A meeting will be convened with the parents, teachers and the Counsellor to discuss intervention, assessment and
referral procedures best suited to the individual case.
Management Protocol
For students diagnosed as ADHD, a team meeting to develop a management protocol will be convened as soon as
possible after notification of the diagnosis to the School Counsellor. The team shall comprise of the student’s parents,
the Counsellor and staff members from the Learning Enrichment Centre (LEC), the Health Centre and the teaching
faculty. A management protocol will be developed addressing:
• academic expectations
• agreed behaviour management strategies
• agreed procedures for the administration of medication
• agreed learning outcomes and strategies
• agreed procedures for liaison between all parties
• procedures for regular review
Information regarding diagnosis, intervention, and management of the student may be disseminated to those staff
members who have contact with the student and who require the information to facilitate the outcomes stated in the
management protocol.
Monitoring/Review
The School Counsellor or the Head of the Learning Enrichment Centre will review the management protocol of each
student annually. However, should the student’s behaviour or learning cause concern during the school year, interested
parties may meet more frequently. Any of the team members may initiate contact with the School Counsellor.
If requested by the student’s paediatrician, the College will assist in the monitoring of the student’s behaviour.
Monitoring may take the form of administering standardised behavioural checklists/rating scales.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-19

Professional Development
Staff from the LEC, Health Centre and the Counselling Department are committed to ongoing professional development
so that intervention reflects current management practice of ADHD. Teaching staff may attend outside professional
development or may receive relevant information and training from staff from the LEC, Health Centre or Counselling
Department.
Medication
If the student is required to take medication and this needs to be administered during the School day, the prescribed
dosage should be taken under supervision at the PLC Health Centre. The School Nurse will be responsible for securely
storing and administering medication. Parents must supply medication and advise the Health Centre in writing of any
changes to medication type or dosage. With regard to the misuse of psycho stimulant medication, any student found
to be involved in the selling, obtaining, and/or consuming of these drugs will be dealt with in accordance with the
School Drug Policy.
Behaviour
Students with ADHD are expected to uphold the behavioural code of the College and will be subject to disciplinary
process if rules are breached. However, the student’s ADHD status will be considered in terms of whether an incident
of misconduct was the result of impulsive action or intentional misconduct. In order to assist the student’s ownership
of inappropriate behaviour, breaches of the behavioural code will be dealt with as soon as is possible. In addition,
displays of positive behaviour will be recognised and rewarded as soon as is possible.
Homework
The student with ADHD typically will take a longer period of time to complete homework tasks than a student
without ADHD. Where possible and appropriate, teachers will modify homework in order to maximise achievement
of goals and outcomes. Time spent on homework tasks will be limited to the College’s recommended level for the
year group.
Examinations
Within the School setting, some modifications can be made to a student’s educational programme and to Year 11 and
12 examination arrangements. Any modifications granted will reflect the current recommendations by the Curriculum
Council for special considerations in timed assessments for students with ADHD. Enquiries should be directed to the
School Counsellor or Deputy Principal by the end of the first term of the TEE year.
Proviso
The education provision that PLC is able to make to support the learning of students with ADHD will at all times be
limited by the teaching materials and resources available within the College. All students will be taught within the
mainstream, however some classes are offered for learning enrichment if required.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-20

DRUG EDUCATION AND SUPPORT
A drug is any substance, other than food and water that alters the physical or psychological function of the body.
People in our society use drugs for both medical and recreational reasons. Presbyterian Ladies’ College has a
responsibility to provide its students with the knowledge and skills to make informed decisions about drug use or
non-use.
This policy:
• Endorses a health-promoting School environment in which the safety and care of all College community
members is paramount.
• Identifies the role of the PLC Community in the prevention of drug-related issues.
• States the procedures agreed upon by the PLC Community, for dealing with drug related incidents and
issues.
• Acknowledges that in the normal developmental process of learning some individuals will make errors of
judgement.
This policy and the health promotion programmes in the College are consistent with the State Government’s policy
framework in relation to drug use. The policy framework of the Western Australian Strategy Against Drug Abuse
stresses the need for a comprehensive approach to drug misuse, and harm minimisation.
What is Harm Minimisation
A harm minimisation approach to drug education acknowledges that many young people may use drugs (ie tobacco,
alcohol, pharmaceuticals) at some stage in their lives. It involves a range of approaches to prevent and reduce harm
related to the misuse of legal and the use of illegal drugs, including prevention, early intervention, abstinence, specialist
treatment, supply control and safer drug use.
Prescribed Medication
It is recognised from time to time that students may need to bring legally prescribed drugs to School. Where treatment
is ongoing, the Health Centre must be notified in writing. The School Nurse or a person acting on her behalf will
negotiate the administration of such drugs.
Prevention
The prevention of unsafe and unlawful drug use at PLC is pro-actively addressed through:
• A well-resourced and relevant Health Education programme that includes drug education from Kindergarten
to Year 12.
• Regular assessment of the drug and health programme so that it is relevant and up to date.
• Regular professional development for all staff especially those teaching Health Education.
• Involvement of parents and community members in health and drug education programmes.
• A comprehensive pastoral care system including specialist staff.
• Regular reviews of the School Drug Policy.
Intervention
PLC has a zero tolerance to any student engaged in the following activities (whether on the School premises, in the
Boarding House, at School functions, excursions or camps, or whilst in School uniform):
• smoking and/or possession of tobacco products;
• consuming and/or possession of alcohol;
• deliberately inhaling volatile substances (solvents);
• possessing and/or using illegal drugs;
• possessing and/or using drug-related equipment, such as bongs, pipes and syringes (except in the case of
lawful medical use of syringes); and/or
• possessing excessive amounts of legal drugs.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-21

Guidelines For Actions
The possession and/or supply of illegal drugs is an offence and is against the law. Presbyterian Ladies’ College will
view such conduct as a very serious matter. Parents/Guardians will be informed immediately. In the absence of a
student’s parents or guardian, the Head of School or a teacher nominated by the student will always be present at any
police interview that takes place on the School premises.
The health and welfare of all students, especially those directly involved, will be considered in the context of the
School environment, the legal framework and support services.
Each instance will be considered on its merits according to the set of circumstances at the time. First offenders may be
treated differently from repeat offenders.
Suppliers of drugs to other students will be treated seriously with expulsion the most likely outcome.
The law relating to the sale or possession of illegal drugs is clear, with criminal penalties imposed where offenders are
convicted. The College will co-operate with the Police to maintain a safe environment for all students.
Where there are reasonable grounds for suspicion of drug use or possession, the student/s personal property will be
searched in the presence of the student/s and another teacher. Any information provided or discovered will be treated
confidentially until a thorough investigation has been completed, at which time it may be necessary to reveal such
information to the appropriate authority.
There are a range of sanctions that will be taken when any part of the Drug Policy has been infringed and these will
be enforced at the discretion of the Principal. The range of sanctions include:
• informing and consulting parents
• detention, in conjunction with outside agencies
• loss of any office held
• suspension from School or any School activities (eg camps, tours, socials)
• counselling / or referral to an outside agency
• notifying police
• expulsion from School
• if an international student has their course terminated by the School, a course variation in PRISIMS will
load to the cancellation of the student visa
Be Proactive
PLC aims to minimise the possibilities for harm by creating an environment where students can feel safe and where
students who believe they have a problem or have difficulties are able to get appropriate support.
If parents or students are feeling uncomfortable about a situation, they should talk to parents, a teacher, a friend, the
Chaplain, the Counsellor, Year Co-ordinator or the Head of School. The person with whom you communicate may be
able to help you resolve the situation.
When concerns about drug use arise in the College community, the College (while not condoning the behaviour) will
deal with these in a caring and consistent manner. In addition, the College will co-operate with key agencies such
as the Police to determine what actions are appropriate for the student and to maintain a safe environment for all
students.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-22

OUR SMOKE-FREE POLICY
No smoking is permitted in the School during working hours.
It is well established that smoking can adversely affect the health of smokers and also those non-smokers who breathe
the smoke of someone else’s cigarette.
Those employed by the School have a duty to model responsible and healthy behaviour.
SOCIAL RESPONSIBILITY GUIDELINES
Parents are urged to exercise responsibility for their children and to be active in anticipating and preventing
problems.
Parents should know where their children go, what they do, and what the arrangements for responsibility are.
When young people visit other people’s homes, a responsible adult should be present and be aware of activities
taking place. The consumption of alcohol and illegal drugs and any other inappropriate activities should not be
permitted. Parents are advised to communicate and co-operate with other parents in making arrangements and taking
responsibility, especially for sleep-overs and social functions.
Alcohol and drugs are readily available to young people. Parties are spoilt by uninvited guests and inappropriate
behaviour. Responsibility must be exercised by parents. Please refer to Guidelines to Successful Teenage Parties
provided by PLC Parents’ Committee.
Any socials arranged officially through the School, by PLC staff or parents with the approval of the Principal, are
well supervised by staff and/or parents. However, the School cannot supervise what happens before or after a social
occasion. This is a parental responsibility. The starting and finishing times for a social occasion will be made known
beforehand. If, for any reason, a girl is required to leave early, permission must be obtained from the teacher or parent
in charge. Students will not normally be allowed to leave early unless there is written parental permission. Having the
means to make a phone call to parents is wise, in case of any problem with transport. Alternatively, students may be
given access to telephones by staff on duty.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-23

GUIDELINES TO SUCCESSFUL TEENAGE PARTIES
Having parties, being invited to parties and going to parties are all very important parts of the lives of adolescents: but
they can be a worry for parents.
What are parties all about
• Fun.
• An opportunity to socialise.
• A help for teenagers in making friends and being accepted by the group.
• An opportunity to meet new friends.
• An opportunity to show off their friends to their family.
• An opportunity for parents to see their children growing up and socialising.
• An opportunity to learn the skills of entertaining.
• A celebration of milestones in growing up.
The application of these guidelines will vary according to the circumstances in which the gatherings take place.
Neither the Parents’ Committee nor the School accepts any responsibility for any injury, loss or damage suffered by
any person arising out of, or as a result of, the use of these guidelines or any error in or omission from them.
In particular the guidelines on alcohol, smoking and drugs are intended to minimise the likelihood of harm when they
occur. Both the Parents’ Committee and the School absolutely oppose under-age drinking, smoking and the use of
illegal drugs.
Invitations
• Do not issue verbal or group invitations to private parties.
• Individualise and number the invitations. Avoid invitations that can be photocopied, faxed, emailed or put on
the internet.
• Give specific start and finish times appropriate for the age group being catered for.
• RSVPs are essential (provide date and phone number) for compiling a list of those expected to attend.
• Decide whether or not partners should be invited. If so, there should be one invitation per couple.
• Note that entry to the party is strictly by presentation of the numbered invitation and the individual’s name
being on the RSVP list.
Venue
• Have only one entry/exit point.
• Consider suitability of the venue for the numbers attending (private home or hired venue) – eg available
space, kitchen and toilet facilities.
• Consider the risk areas when having a party outside. Is it possible to make the garden and or pool area secure
(eg can gate crashers, drink, etc, come over the fence).
• If the party is to be inside, is it possible to confine it to a restricted area and to prevent access to outside
areas
• Is there a secure room where bags/coats can be kept
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-24

Security
Adults should be present at all times and be vigilant: noticeable, but discreet.
• If the party is to be large, enlist help of other parents to help with security, beverages and food preparation.
• Consider employing professional security guards, especially for larger parties.
• Insist that each name is checked against the guest list before an individual is allowed to enter the party.
• Parents/security guard should be at the entrance to check invitations before allowing entry.
• Regardless of invitation, be firm when preventing access to the party to guests who are inebriated or who are
behaving badly.
• It is recommended that all bags and coats be held in a secure room (under adult supervision) to avoid theft
and unwanted items being bought into the party.
• Do not allow guests who have left your party to return.
• Restrict access to areas of the venue (particularly in a private home) where small groups can congregate.
• Consider the removal of all valuable items from the area where the party is to be held, to avoid problems of
breakage and theft.
• If you are having a large party it is advisable to notify the local Police and advise them of the finishing
time.
Food
• Consult your teenager about the type of food preferred.
• Have plenty of food available throughout the duration of the party.
• Adults should consider serving the food to monitor guests behaviour.
Alcohol
• Make sure that your daughter knows, as you do, that it is illegal in Western Australia to serve alcoholic
beverages to guests under age 18.
• PLC and the Parents’ Committee absolutely oppose under-age drinking.
• Consider age of guests, size of group and knowledge of your teenager’s friends.
• Have a responsible adult maintain control on the type and quantity of beverages consumed.
• Supply plenty of soft drinks and water.
• Avoid glass containers.
Smoking/Drugs
• PLC and the Parents’ Committee absolutely oppose under-age smoking and the use of illegal drugs.
• Smoking should be discouraged. The hazards to health are well known.
• Take particular care and be vigilant to prevent situations where illegal drugs may be available. Drugs
and alcohol combined are particularly harmful and can lead to inappropriate and, sometimes dangerous,
behaviour.
• Be aware and monitor the status/condition of young people regarding drugs and other substances.
Entertainment
• Music is the basis of a great party. Allow your teenagers to select appropriate music.
• Check with the local Council to see if there are any by-laws controlling volume and content of music and
general noise.
• Notify neighbours about the party, including start and finish times, to reduce likelihood of any complaints.
• Stop the music at the designated finish time.
Ending the Party
• At the designated finishing time, stop the music and turn all the lights on.
• Be aware that your responsibility does not cease at the front gate. Parents should supervise the departure of
the guests to avoid them congregating in the street: preferably guests should only be collected from inside the
venue.
• Ideally find out beforehand which guests are being collected by parents and which require taxis. Pre-order
sufficient taxis at specified staggered times.
Mobile Phones
Whilst mobile phones are useful for personal security, be aware that they are a very effective means for students to
communicate with other guests at different parties to ascertain ‘where the action is’, leading to potentially difficult
situations.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-25

Behaviour
• Consider the standards of behaviour you expect and stand firm about these expectations. More parents and
young people are keen to support you than you might expect.
• Consider how to deal with situations where a guest is behaving inappropriately (eg call parents, isolate from
main party, call Police – 131 444).
• If an uncontrollable situation develops don’t hesitate to call the Police.
• If a guest is unwell - drunk, vomiting, etc. - contact parents. If parents are unavailable, have contingency plans
(eg put in separate room and observe teenager constantly or ring for an ambulance or medical assistance).
Alcohol and/or other substances consumed by teenagers can pose great risk.
• Be aware of the ramifications of allowing inebriated teenagers to leave your premises without the supervision
of a responsible adult.
If your Daughter is Attending a Party
Parents should telephone the host parent regarding:
• Whether parents will be present at all times.
• Precise start and finish times.
• Whether alcohol is to be served.
• Transport arrangements.
• Their contact phone number for the duration of the party.
Discuss with your daughter how he or she can manage party pressures and potential problems.
Advise your daughter against joining carloads of young people.
Discuss with your teenager how to manage social pressures and potential problems.
Strategies may include:
• That they have a safe way to leave the party or gathering at any time.
• That they can contact you at any time.
• Offer to pick them up.
• Discuss ways to avoid violent and threatening situations.
• Ask them to let you know of any change to their plans.
• Advise them to always get their own drinks and do not leave drinks unattended.
• They should eat before leaving home.
• If collecting your daughter, pre-arrange a pickup time.
After Parties
Although After Parties are not endorsed, encouraged, or organised by the School, they have become popular events
organised by students and/or parents after some major School functions.
After Parties are often a cause for concern. For the safety of your daughter it is important that all of the above
guidelines still apply.
Parents should realise that After Parties are not an excuse to play by a different set of rules.
It is vital that parents communicate with their daughter and with other parents, regarding arrangements. They should
insist on knowing the venue and should negotiate transport and time of arrival home. It is recommended that parents
personally transport their daughter between venues.
At some After Parties, there is a cover charge and alcohol is sold. This sale of alcohol under the Liquor Licensing
Provision is illegal for persons under 18 years of age and therefore it is illegal to consume alcohol at such an
occasion.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-26

Legal Considerations
Hosts have a clear duty of care to guests under their supervision.
It is wise to check the public liability component of your home insurance before agreeing to hold a party.
Conclusion
No one wants to stop your daughter from having a social life, but a little planning may prevent the memories of a
celebration becoming a nightmare. Awareness of potential problems can help ensure an enjoyable and successful party.
Most importantly, discuss all these issues with your daughter and listen carefully to his or her ideas and opinions.
It is important that young people are provided with supervised occasions in which to enjoy social interactions. It
is hoped that these guidelines will help you to plan appropriately to ensure a successful party, as well as sharing a
common set of guidelines with other PLC parents.
Again we emphasise that the application of these guidelines will vary according to the circumstances in which
gatherings take place, what works for your family and the age of your teenager.
The Western Australian Police produce a booklet titled A Guide to Party Safe which is available from your local Police
Station.
You may also consider registering your party with the WA Police to help make the party safer for you and your guests.
Registering your party will assist Police should they be called to help with a disturbance. Details are to be found at
www.police.wa.gov.au
Prepared by the PLC (WA) Parents’ Committee
Adapted in part from Scotch College (Victoria) and Methodist Ladies’ College (Victoria)
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-27

CHILD PROTECTION POLICY
Introduction
All children have a right to be protected from harm in any form.
Schools have a special responsibility to children not only to protect them when they are on the school premises but also
to intervene when they believe that the welfare of the child is at risk when outside the school.
Statement of Principles
Principles:
• All adults have a responsibility to care for children, to positively promote their welfare and to protect them
from any kind of abuse.
• All children have the right to a thorough and systematic education about personal safety, including safety in
relationships.
• Presbyterian Ladies’ College is committed to the importance and implementation of child protection
strategies and procedures.
• The value and the integrity of the family unit are to be respected but this should not be to the detriment of
the wellbeing of a child.
• All persons involved in situations where abuse is suspected or disclosed must be treated with sensitivity,
dignity and respect.
• The Principal is responsible for all aspects of College management, including the management of suspected
or disclosed incidents of child abuse and neglect.
• Staff members who have access to information regarding suspected or disclosed child abuse have a clear
obligation to observe appropriate confidentiality in relation to the entire matter, and an obligation to ensure
that this information is used appropriately and kept secure.
• The Principal is responsible for ensuring that the College’s pastoral care structures address the issue of
child abuse and for making appropriate provisions for the assistance of affected children, families and staff.
Essential Outcomes of the Child Protection Policy:
• Stipulate the duty of care the Principal and all College employees have to children;
• Remind all staff of the need to respect the privacy of the individual and to hold all information in strict
confidence;
• Give indicators of abuse and neglect;
• Outline procedures to be followed when the College learns of or suspects a child has been in danger of
being abused or neglected;
• Identify other avenues of support for children outside the College.
Definition of Child Maltreatment
Child Abuse and Neglect
This is maltreatment of a person under the age of 18 years. It is the result of action or inaction on the part of a person
who has responsibility to care for a child that results in harm or injury to that child. The harm may include delayed
physical and/or intellectual development. The maltreatment experienced may include one or all of:
Emotional abuse
A constant attitude or behaviour by a person towards a child that causes emotional harm. It can include rejection or
refusal to accept a child, terrorising, bullying, isolation, continued belittlement and exposure to chronic or serious
domestic violence. Emotional abuse may be evidenced through disturbed behaviour or the impairment of the
child’s emotional, intellectual or social development.
Physical abuse
Persistent and/or severe physical harm caused to a child. It includes injuries such as cuts, bruises, burns and fractures
caused by a range of acts including beating, shaking, illicit administration of alcohol and other drugs, attempted
suffocation or excessive discipline.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-28

Sexual abuse
A wide range of behaviour or activities that expose or subject a child to sexual activity that is illegal and/or inappropriate
to his/her developmental level. These behaviours include observation or involvement with inappropriate fondling of
a child’s body, making a child touch an adult’s genitalia, showing pornographic material to a child, and sexual
penetration of a child. As of 2009, it is mandatory for all West Australian teachers to report suspicions of sexual
abuse.
Neglect
Failure of a parent/caregiver to provide a child with the basic necessities of life such as his/her development is or
is likely to be, significantly damaged or injury occurs. These include adequate supervision, healthy food, suitable
clothing, medical care and emotional security.
Indicators of Child Abuse and Neglect
The following list of indicators is not exhaustive but contains those that will be of most use to staff. Students frequently
show indicators from more than one category; and the examples listed are not necessarily exclusive to a single
category of abuse. Any of these indicators may suggest that a student is being abused, neglected or at risk of harm;
however, indicators should be considered in the context of the student’s age, medical and developmental history, and
capabilities. In addition, mental illness, substance abuse and domestic violence within families needs to be considered.
Physical Abuse
Physical Indicators:
• Bruises;
• Burns;
• Hair missing in tufts;
• Lacerations and abrasions (especially to the eyes, lips, gums and mouth);
• Missing or loosened teeth;
• Self-mutilation; and
• Welts.
Behavioural Indicators
• Fear of adults;
• Frequent absences, with or without explanation from parents/caregivers;
• Guarded or evasive answers to questions about the causes of obvious injury;
• Injuries that are not consistent with a child’s explanation of them;
• Disclosure of abuse directly to an adult or indirectly to a friend; and
• Fear of going home.
Emotional Abuse
Physical Indicators:
• Depression;
• Eating disorders (anorexia and bulimia);
• Lethargy or fatigue;
• Symptoms of stress;
• Evidence of drug abuse or dependence;
• Wetting, soiling, smearing; and
• Psychosomatic complaints.
Behavioural Indicators:
• Aggressive or delinquent behaviour;
• Attempted suicide;
• Excessively compliant or passive behaviour;
• Excessive shyness or withdrawal;
• Low self-esteem;
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-29

• Fire setting;
• Truancy or school avoidance;
• Deliberate harming of animals; and
• Poor peer relationships.
Sexual Abuse
Physical Indicators:
• Bruises or bleeding from external genitalia, vagina or anal regions;
• Blood stained underwear;
• Pregnancy or fear of pregnancy;
• Signs of pain, itching or discomfort in the genital area; and
• Urinary tract infections.
Behavioural Indicators:
• Disclosure of involvement in sexual activity directly to an adult, indirectly to a friend or in a disguised way;
eg “I know a person who...”
• Inappropriate expressions of affection;
• Inappropriate interest in sexual matters;
• Evidence of sexual themes in artwork, stories or play;
• Possession of pornographic materials;
• Promiscuity, exposure or sexual behaviour towards others;
• Use of sexual language inappropriate for child’s age;
• Reluctance to change clothes in front of others;
• Wearing of inappropriate clothing;
• Fear states, eg anxiety, depression, obsessively neat, socially withdrawn, or overly compliant behaviour;
• Poor peer relationships; and
• Inability to concentrate in school.
Neglect
Physical Indicators:
• Abandonment;
• Poor hygiene;
• Lack of adequate or suitable clothing;
• Inadequate nutrition;
• Lack of medical or dental care;
• Constant fatigue;
• Developmental delays;
• Untreated sores, boils or lice; and
• Lack of adequate supervision.
Behavioural Indicators:
• Falling asleep in school;
• Poor school attendance or alternatively always attends school, even when sick;
• Poor academic performance;
• Steals or begs for food or eats food from bins;
• Dull, apathetic appearance;
• Engages in vandalism;
• Engages in sexual misconduct;
• Uses drugs or alcohol; and
• Early arrival at school or reluctance to leave.
College Responsibilities
Listed below are the responsibilities of the College to ensure adequate protection of the children in its care.
• Procedures are put in place for the recognition, notification and support of students who are at
risk or are victims of neglect and/or emotional, physical or sexual abuse.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-30

• All staff and people working in the College should be aware of their responsibility in respect of the College’s
procedures for reporting and recording incidents or issues of child protection.
• The College should have in place an assessment process to ensure all employees and people working in the
College are fit and proper persons to work with students.
• Staff should be aware that they cannot agree to a student’s demands for confidentiality or requests that
parents, police or other agencies not be informed when the welfare or safety of the student or other students
may be threatened.
• All strong concerns for the welfare of children believed maltreated by parents/caregivers are discussed with
the Department of Child Protection (DCP) or the Police before advising parents/caregivers so as to not
interfere with any possible investigatory process. The various agencies are to decide on the provision of
advice to parents/caregivers.
• It is mandatory for all teachers to report suspicions of sexual abuse as of 2009. All teachers must consult with
Counselling staff or Head of School.
• The school curriculum teaches all students appropriate protective behaviours.
• Victims of abuse and neglect are supported by the College through an appropriate management plan formed
in consultation within the Department of Child Protection.
• The school curriculum teaches all students appropriate protective behaviours.
• Victims of abuse and neglect are supported by the College through an appropriate management plan
formed in consultation within the Department of Child Protection.
Response to Disclosure to Abuse or Neglect
There may be times when a student makes a disclosure of abuse or neglect. Staff should be aware of the immediate
needs of these students and what to do in these circumstances.
• Use ‘protective interrupting’ if students begin to disclose in class or in a public area
• Acknowledge that you have heard them and stop them from disclosing any further;
• Be supportive and gently indicate that they might tell you about it in a more private situation;
and
• Quietly arrange to see them as soon as possible in a situation away from the other students;
• Establish clear limits on confidentiality;
• Discuss the issue with Counselling staff ASAP;
• Tell the student it may be useful to ask Counselling staff to assist;
• Listen attentively;
• Listen to students in a private location within the College;
• Be supportive and understanding;
• Be empathetic to student’s feelings;
• Acknowledge that it is difficult to talk about such things;
• Try to identify students’ fears;
• Let students tell the event in their own words;
• Accept what is said – only the minimum of information is required;
• Reassure the student that it is right to tell, that they are believed and that they are not to blame;
• Be calm and non-judgemental;
• Tell students that a report will be made to a person who will be able to provide protection;
• Allow students the option of support during any agency interview and reassure them of the availability of
continuing support;
• Document the disclosure and subsequent discussion and actions;
• Explain what will happen next;
• Try and stay with students until necessary steps have been taken to ensure their safety and support.
Staff must be mindful that they do not:
• Push for details or to conduct an investigation (Inappropriate investigation of details can adversly affect any
subsequent court case). Other agencies have this responsibility;
• Express judgement of the student, perpetrator or family;
• Get angry, upset or show shock;
• Blame students;
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-31

• Put words in students’ mouths or interrogate as this could jeopardise the interviewing process of DCP and
Police;
• Promise not to tell when there are clear limits on confidentiality;
• Give a lecture about right and wrong;
• Say ‘forget it’, ‘you’ll get over it’ or other such minimalising statements;
• Give excessive pity; or
• Engage in general staffroom discussion about the disclosure.
Staff must be aware that a disclosure can arouse in them strong feelings of shock, anger and helplessness. It
is important to control these feelings; they can be worked through after the disclosure.
Children Left at School - Staff Concern re: Neglect
It is imperative that the College exhausts all avenues in attempting to contact the child’s family and emergency
contacts.
In some cases, the Principal may decide to drive the child home to establish contact with the family. It would be wise
in some circumstances to ask a staff member to accompany the Principal. For example, a male Principal taking home
a young child should ask a female staff member to accompany them.
If the College is unable to make any contact with the child’s family, the Principal should contact the Local District
Office of the DCP and explain it is an emergency. After hours, the Crisis Care Line, also operated by the DCP, is to be
contacted.
Procedures - Child Protection Notification Steps
Step 1
The individual teacher makes observations and keeps note of concerns that exist which may have led them to believe
that a report may be necessary or a student discloses abuse or neglect of the types listed below:
• Disclosure of abuse or neglect from someone with a responsibility to care for the student;
• Alleges sexual contact by staff;
• Show indication of abuse or neglect;
• Sexual contact by another student.
It may assist teachers to think in terms of reporting a behaviour or a series of behaviours and concern/s rather than
reporting an individual family.
Step 2
The teacher’s observations or the child’s disclosure must be discussed, in the first instance, with the
Counselling staff or Head of School. The matter will then be referred to the Principal.
It is vital to remember that confidentiality is paramount and that disclosure of this information should only be
discussed with those in the College who are required to know.
Step 3
The Principal will then decide the appropriate actions to take and who should be contacted. Reporting procedures are:
* NB - In a suspected sexual abuse case, all WACOT registered teachers are subject to new mandatory
reporting laws and therefore must take the responsibility of filing the report with DCP after discussion with the
Principal.
Department of Child Protection (DCP)
The Principal should report all disclosures or strong concerns to the DCP of abuse or neglect arising from the actions
or inactions of parents/caregivers and maintain a written record of this communication and subsequent actions. The
DCP will then decide how to proceed. The Principal should be mindful of planning for the student’s continuing needs
in the College environment.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-32

The DCP is required to provide feedback to people making reports on child abuse. The Principal should seek
undertakings from the DCP that they will be kept informed within the bounds of confidentiality. The Principal’s initial
contact with the DCP will be through the Duty Officer at the Local District Office closest to the College (all offices
are listed in the White Pages). All calls from schools concerning students are taken very seriously and it may be
appropriate if the emergency occurs after hours to explain to the switchboard operator that it is an emergency so they
can speak to the duty officer promptly.
The Duty Officer at the local DCP office can also be used initially in a consultative role if the Principal is unsure of
what action to take.
The Principal should be aware that the powers of the DCP under the Child Welfare Act 1947 includes:
• Apprehension of children in need of care and protection (without warrant).
• Interviewing the child:
DCP has the authority to interview the child at school before contact is made with the parent/caregiver. The
child should have the option of having support at the interview from a staff member of their choosing.
• Removal of children from the school:
DCP officers may remove a child from the school if they have the permission of the parent/caregiver or if
they have apprehended the child. The Principal should satisfy him/herself that all conditions have been met
before this occurs and document all conversations.
• Medical examination:
DCP may require that a medical examination occur as soon as possible so that bruising, marking and other
symptoms can be recorded for future reference. This would normally take place at either PMH or the
Community Child Health Services Centres. This examination can only take place if permission has been
obtained from the parent/caregiver or the child has been apprehended.
Police:
Strong concerns and disclosures of abuse and neglect from a person who is not the parent/caregiver should be advised
to the Police. Principals should also notify the DCP as they can offer support to the student and family, and risk assess
other children in the community.
Parents/Caregivers:
Only on the advice of the Police or the DCP, will the Principal discuss all strong concerns and disclosures of abuse
and neglect with the parents.
Step 4
If following a report, a family approaches the College, it is recommended that any interview be conducted with a
minimum of two College members present (eg the Principal and one other) to provide support.
It is important to remember that the focus of the meeting should be the welfare of the child.
Step 5
The Principal should undertake ongoing support for the teacher, the student and anyone else affected.
Conclusion
The Principal and staff employed at Presbyterian Ladies’ College have a responsibility to report. Mandatory reporting
of suspected sexual abuse was a legal requirement from 2009. Staff do not have an investigative role or a
responsibility to determine whether child abuse or neglect has occurred. They may, however, be involved in
writing affidavits and in some instances have to appear in court.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-33

It is the responsibility of the Department of Child Protection to:
• determine whether abuse has occurred or if a child is at risk of harm.
• implement the action to be taken.
Prevention Education relating to domestic violence, child abuse and child neglect is taught as part of our Health
Education programme in both the Junior School and Senior School.
Where to go for further information
• In regard to mandatory reporting, please refer to your Mandatory Reporting package from
DCP.
• Catholic Education Office Child Protection Procedures - Available from the AISWA Library
• Department of Education of Western Australia Child Protection Policy
AISWA’s Child Protection information has been provided with input from the Department of
Education’s policy. For more details, see the Department’s website: http://policies.det.wa.edu.au/
Acknowledgements
PLC’s Child Protection Policy has been adapted directly from the policy formulated by the
Association of Independent Schools of Western Australia.
CHILD PROTECTION POLICY
Rationale
All employees of PLC have a ‘duty of care’ to students during school hours and at other times when a
staff/student relationship exists. The concept of ‘duty of care’ requires that a staff member must take reasonable
care to avoid acts or omissions which he/she can reasonably foresee would be likely to injure the student, and
take steps to remove those dangers.
All children have a right to be protected from harm in any form. We all have the right to feel safe at all times.
Nothing is so awful that we cannot talk to someone about it.
Introduction
Child maltreatment may be categorised as follows:
• Physical abuse.
• Sexual abuse.
• Emotional abuse.
• Physical and emotional neglect.
Principles
• All adults have a responsibility to care for children, to positively promote their welfare and to protect them
from any kind of abuse.
• All children have the right to a thorough and systematic education about personal safety, including safety in
relationships.
• PLC is committed to the importance and implementation of child protection strategies and procedures.
• The value and the integrity of the family unit is to be respected but this should not be to the detriment of the
wellbeing of a child.
• All persons involved in situations where abuse is suspected or disclosed must be treated with sensitivity,
dignity and respect.
• The Principal is responsible for all aspects of school management, including the management of suspected or
disclosed incidents of child abuse and neglect.
• Staff members who have access to information regarding suspected or disclosed child abuse have a clear
obligation to observe appropriate confidentiality in relation to the entire matter, and an obligation to
ensure that this information is used appropriately and kept secure.
THE PRINCIPAL IS RESPONSIBLE FOR ENSURING THAT THE SCHOOL’S PASTORAL CARE
STRUCTURES ADDRESS THE ISSUE OF CHILD ABUSE AND FOR MAKING APPROPRIATE
PROVISIONS FOR THE ASSISTANCE OF AFFECTED CHILDREN, FAMILIES AND STAFF.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-34

Categories of Child Abuse and Neglect
Physical Abuse
Physical abuse is an action or inaction by an older person, parent or care-giver that causes physical harm to a
child eg. bruises, cuts, burns or fractures.
Sexual Abuse
Sexual abuse is when a child under the age of 18 years is tricked, coerced, trapped, forced into, bribed or
otherwise involved in a sexual act by an older person. Sexual abuse covers a wide range of sexual behaviour
including observation or involvement with inappropriate touching or fondling of the child’s body, making the
child touch the adult’s genitalia, sexual penetration and showing pornographic material to a child or making
pornographic videos with or of the child.
Emotional Abuse
Emotional abuse occurs when a constant attitude or behaviour by an older person towards a child harms them
emotionally, and may delay or impair their physical, emotional and intellectual development. Emotional abuse
can include rejection or refusal to accept the child, terrorizing, bullying, isolation and continued belittling of the
child.
Neglect
Neglect exists when a parent or care giver consistently fails to provide a child with an acceptable minimum
standard of care. This includes the basic necessities of life; shelter, healthy food, suitable clothing, medical care,
emotional security and appropriate supervision.
Conclusion
The Principal and staff employed at PLC have a responsibility to report. Mandatory reporting laws apply to all
West Australian teachers from 2009. They do not have an investigative role or a responsibility to determine
whether child abuse or neglect has occurred. They may, however, be involved in writing affidavits and in some
instances have to appear in court.
It is the responsibility of the Department for Child Protection to:
• Determine whether abuse has occurred or if a child is at risk of harm.
• Implement the action to be taken.
Prevention Education relating to domestic violence, child abuse and child neglect is taught as part of our Health
Education programme in both the Junior, Middle and Senior School.
Acknowledgements: AISWA
Anglican Schools’ Commission.
St Mary’s Anglican Girls’ School
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-35

EATING DISORDERS
Guidelines for Identifying, Supporting and Referring Students with Eating Disorders
The following information has been compiled after extensive discussion with students who have experienced eating
disorders. These students expressed a desire to use their personal insight on this topic in a positive way to assist staff
and students to identify, support and refer individuals with eating disorders.
General Considerations
Eating disorders present themselves for a multitude of different reasons. Each case is very individual, as are the
possible treatment strategies and the chance of success. It is much more than a process of dieting and weight loss,
the underlying psychological processes behind disorders are often complex and need resolving before significant
progress in treatment can be made. A combination of hereditary factors, personality, self-esteem, relationships with
family, friends and peers may be put under pressure after the occurrence of one or more critical incidents that may
act as catalysts resulting in the presentation of an eating disorder. Prevention is better than cure and the earlier the
problem is picked up the fewer traumas for all concerned.
Predisposing Factors
• High achievers (expectations of self, parents and significant others)
• Perfectionist attitude
• Competitive nature
• Individuals possessing drive and determination when completing tasks
• Athletes
• Stress associated with subject selection, exams, career choices in Years 10/11/12
• Pressure to conform, fit in with peers, make friends and be part of a group
• Anxiety associated with the changing relationship with parents, need for increased freedom and
responsibility
• Other psychological problems
Warning Signs
• Mood changes
• Depression
• Tired, no energy
• Making excuses (eg telling friends they can’t go out with them because they have something else on. In
reality they are just too exhausted.)
• Weight loss
• Amenorrhoea
• Increase/obsessive occurrence of exercise
• Restricted/obsessive dietary considerations
• Body image disturbance
• Loss of hair and/or condition of
• Vomiting
• Laxative abuse
• Changes in skin pigmentation
• Stunted growth
• Slow heart rate
Initial Feelings/Needs of Individuals
• Exhaustion, ‘brain drain’
• Denying there is a problem, failure to recognize loss of weight
• Blocking concerns, feelings and people out
• Personal ‘battle’, individual realises that they need to beat it themselves PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-36

• Having a good support network can greatly assist this process
• Need unconditional support from family, friends, teachers and peers
• Need others to be sensitive to their needs eg avoid making individual feel uncomfortable by putting them in
the spot light or trying to force them to eat
• Need as much ‘normalcy’ as possible in term of behaviours and routines from those around them (eg keep
asking them out, keep sitting next to them and talking about usual things)
Approaching an Individual of Concern
• Take your time, find the right time and place.
• Consider your intentions; are you genuinely concerned for the individual.
• Do you have a connection with the individual If not, is there a friend or colleague that does It may be
appropriate to seek the advice of the individual’s peers; have they noticed any changes
in behaviour (Discretion and confidentiality are of paramount importance here). Consultation
with the School Counsellors is encouraged.
• Express your concern in terms of the changes in behaviour that you have noticed (eg “you’re doing a lot more
sport, you don’t smile as much, you’re wearing baggy clothes, I noticed vomit
in the bathroom,”) without accusing them of a having an eating disorder. An accusation of any kind tends to
make people defensive and destroys the trust they have in you.
• Avoid gossiping about the individual, increased attention may result in more withdrawn
behaviour, further increasing the problem and making it harder for them to seek assistance.
• The individual may be defensive or deny that there is a problem. Let them know that you are there for them.
Focus on their health, happiness and general well being. Often the hardest part for an individual with an
eating disorder is telling someone there is a problem and that they need help. Allow the individual time to
think about what you’ve said.
Teachers
Friends/Peers
Family/Parents
Wait for the individual of concern to come to you. Younger, especially female teachers are seen as easier to
relate to, therefore, it is good to have a balance in the age and gender of teachers across the staff. Sometimes
the individual may not want to discuss their situation with you, but greatly appreciate your ‘normal’ treatment
of them. Be sympathetic to their individual needs and use your judgement (eg if they are cold, you may be
able to position yourself and a heater near them, allow them to wear scarves, hats, extra clothing in class).
Avoid putting the individual in the spotlight by making too many sympathetic comments, as this can be
embarrassing (eg ‘Are you alright How are you’) especially at the start of class in front of everyone. Don’t
differentiate the individual from her peers if you do not need to. Avoid giving students ‘that look’ of ‘poor
you, you’re not well’. Consultation with the School Counsellor can assist teachers with any support process.
Teaching staff should always consult the Counselling staff or Head of School.
Don’t feel like you are being disloyal or interfering by approaching an individual of concern if you are
genuine in your intentions. After discussions with parents and School Counselling staff, it may be appropriate
to visit them if they are in hospital or having treatment in another setting. You need to keep in contact with
them and do as many normal things as possible. Avoid putting them in the spotlight or drawing attention to
the fact that they are not eating. Lunchtime discussions about dieting are quite often threatening and trivialise
the feelings of the individual concerned. You may not have the answer; it is often enough just to be there. If
you need more information or support it is okay to talk to other trusted adults or friends.
• Acknowledge that there is a problem.
• Encourage recognition and acceptance of the disorder.
• Discuss with other family members.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-37

• Encourage the continuation of those activities completed as a family prior to the disorder.
• Encourage full participation at family meal times even though the individual may choose to eat selectively.
• Be available and approachable at all times to support, understand and nurture in the face of all odds.
• When the individual seeks help, have readily available access to relevant professionals such as
physicians, dieticians and counsellors.
• Acknowledge and accept the individuals concerns, and fear of failure, especially after professional
counselling.
• Seek reassurance through education/peers/professionals that the approach to combating the disorder is
appropriate.
• Take responsibility, without blaming yourself or others, to find out about any factors that may have contributed
to the manifestation of the disorder.
• Keep to the normal routine as much as possible but be prepared to make changes (eg alter
subjects to lessen load at School).
• Remove access to scales.
• Don’t use food as an ingredient to negotiate with. Focus on the energy required to achieve personal goals.
• Acknowledge the disorder with trusted family friends but don’t feel the need to go into details.
• Have your own support network in place so you don’t feel that you have to deal with it all on your own.
EATING DISORDERS
Guidelines for Identifying, Supporting and Referring Students with Eating Disorders
The following information has been compiled after extensive discussion with students who have experienced
eating disorders. These students expressed a desire to use their personal insight on this topic in a positive way
to assist staff and students to identify, support and refer individuals with eating disorders.
General Considerations
Eating disorders present themselves for a multitude of different reasons. Each case is very individual, as are
the possible treatment strategies and the chance of success. It is much more than a process of dieting and
weight loss, the underlying psychological processes behind disorders are often complex and need resolving
before significant progress in treatment can be made. A combination of personality, hereditary factors, selfesteem,
relationships with family, friends and peers may be put under pressure after the occurrence of one or
more critical incidents that may act as catalysts resulting in the presentation of an eating disorder. Prevention
is better than cure, and the earlier the problem is picked up the fewer traumas for all those concerned. Early
intervention has proved to be vital for a more successful outcome.
Predisposing Factors
• High achievers (expectations of self, parents and significant others).
• Perfectionist attitude.
• Competitive nature.
• Individuals possessing drive and determination when completing tasks.
• Athletes.
• Stress associated with subject selection, exams, career choices in Years 10/11/12.
• Pressure to conform, fit in with peers, make friends and be part of a group.
• Anxiety associated with the changing relationship with parents, need for increased freedom and responsibility
with support to do this.
• Other psychological problems.
Warning Signs
• Mood changes.
• Depression.
• Tired, no energy.
• Making excuses (eg telling friends that you are unable to go out with them because you have something else
on – in reality you are just too exhausted).
• Weight loss.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-38

• Increase/obsessive occurrence of exercise.
• Restricted/obsessive dietary considerations.
• Body image disturbance.
• Loss of hair and/or condition of.
• Vomiting.
• Laxative abuse.
• Changes in skin pigmentation.
• Stunted growth.
• Slow heart rate.
• Binge eating.
Initial Feelings/Needs of Individuals
• Exhaustion, ‘brain drain’.
• Denying there is a problem, failure to recognize loss of weight.
• Blocking concerns, feelings and people out.
• Personal ‘battle’ - individual realises that they need to beat it themselves.
• Having a good support network can greatly assist this process.
• Need unconditional support from family, friends, teachers and peers.
• Need others to be sensitive to their needs eg. avoid making individual feel uncomfortable by putting them in
the spotlight or trying to force them to eat.
• Need as much ‘normalcy’ as possible in term of behaviours and routines from those around
them (eg keep asking them out, keep sitting next to them and talking about usual things).
Approaching an Individual of Concern
• Take your time, find the right time and place.
• Consider your intentions - are you genuinely concerned for the individual
• Do you have a connection with the individual If not, is there a friend or colleague who does It may be
appropriate to seek the advice of the individual’s peers; have they noticed any changes
in behaviour Discretion and confidentiality are of paramount importance here).
• Express your concern in terms of the changes in behaviour that you have noticed eg. “you’re doing a lot more
sport”, “you do not smile as much”, “you’re wearing baggy clothes”, “I noticed
vomit in the bathroom”. etc without accusing them of a having an eating disorder. An
accusation of any kind tends to make people defensive and destroys the trust they have in you.
• Avoid gossiping about the individual. Increased attention may result in more withdrawn behaviour, further
increasing the problem and making it harder for them to seek assistance.
• The individual may be defensive or deny that there is a problem. Let them know that you are there for them.
Focus on their health, happiness and general well-being. Often the hardest part
for an individual with an eating disorder is telling someone there is a problem and that they
need help. Allow the individual time to think about what you’ve said.
• It is appropriate that school staff relay concerns to the Year Co-ordinator or School Counsellors.
Support Networks
Friends/Peers
Family, friends, peers, dieticians, doctors and psychologists may or may not all be required in the treatment
of eating disorders. A qualified health professional is necessary in order to assess the situation and make the
appropriate diagnosis. In the majority of cases, guidance from a qualified professional(s)
is essential if treatment is to be effective. A team approach may be beneficial, as recovery can be a long term
process.
Don’t feel you are being disloyal or interfering by approaching an individual of concern if you are genuine
in your intentions. After consultation with the family, it may be appropriate to visit them if they are in
hospital or having treatment in another setting. You need to keep in contact with them and do as many
normal things as possible. Avoid putting them in the spotlight or drawing attention to the fact that they are
not eating. Lunchtime discussions about dieting are quite often threatening and trivialise the feelings of the
individual concerned. You don’t have to have the answers; it is often enough just to be there. If you need
more information or support it is okay to talk to other trusted adults or friends.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-39

Family/Parents
• Acknowledge that there is a problem.
• Encourage recognition and acceptance of the disorder.
• Discuss with other family members.
• Encourage the continuation of those activities completed as a family prior to the disorder.
• Encourage full participation at family meal times even though the individual may choose to eat selectively.
• Be available and approachable at all times to support, understand and nurture in the face of all odds.
• When the individual seeks help have readily available, access to relevant professionals such as
physician, dietician or counsellor.
• Acknowledge and accept the individual’s concerns, and fear of failure, especially after professional
counselling.
• Seek reassurance through education/peers/professionals that the approach to combating the disorder is
appropriate.
• Take responsibility, without blaming yourself or others, to find out about any factors that may
have contributed to the manifestation of the disorder.
• Alter subjects to lessen the load at school.
• Remove access to scales.
• Don’t use food as an ingredient to negotiate with.
• Focus on the energy required to achieve personal goals.
• Acknowledge the disorder with your associates but don’t feel the need to go into details.
• Have your own support network in place so you don’t feel that you have to deal with it all on your own.
SELF-DESTRUCTIVE BEHAVIOUR GUIDELINES
Where a student discloses to you or where it comes to your attention that a student:
• has made a suicidal threat or has suicidal intent;
• has made a recent suicide attempt;
• is conveying by some other means a preoccupation with the idea of self-destruction; this should be taken
seriously even if it may appear to be ‘attention seeking’, or an obvious ‘adolescent
manipulation’ of an individual(s).
What should you do as a Teacher
Listening is the first concern. When a student seeks out a teacher to discuss these kinds of thoughts, the student
has an idea that the teacher can be of help. It is unnecessary to do a great deal of probing, but to indicate interest,
concern and willingness to help while the student talks. There may not be time to discuss the matter properly
when the student first approaches you. You should then arrange a time later in the day but you must seek advice
immediately from Counselling staff or Head of School. This also gives an opportunity for you to prepare
yourself mentally in advance. Some useful simple questions might include:
• How long have you had these feelings
• How did they begin
• What were the circumstances then
• What has happened now
• Have you spoken with your parents or anyone else
• What have you tried to do about the situation
However, it is always preferable that our Counselling staff conduct any interviews with students at risk.
‘Protective interruption’ may be necessary if the student starts to discuss this issue in front of other students.
PLC Employee Handbook 2011 Page 31 SELF-DESTRUCTIVE BEHAVIOUR GUIDELINES
Where a student discloses to you or where it comes to your attention that a student:
• has made a suicidal threat or has suicidal intent;
• has made a recent suicide attempt;
• is conveying by some other means a preoccupation with the idea of self-destruction; this should be taken seriously
HEAD LICE POLICY
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-40

What should you do as a Teacher
• Listening is the first concern. When a student seeks out a teacher to discuss these kinds of thoughts, the student
has an idea that the teacher can be of help. It is unnecessary to do a great deal of probing, but to indicate interest,
concern and willingness to help while the student talks. There may not be time to discuss the matter properly when the
student first approaches you. You should then arrange a time later in the day but you must seek advice immediately
from Counselling staff or Head of School. This also gives an opportunity for you to prepare yourself mentally in
advance. Some useful simple questions might include:
• How long have you had these feelings
• How did they begin
• What were the circumstances then
• What has happened now
• Have you spoken with your parents or anyone else
• What have you tried to do about the situation
However, it is always preferable that our Counselling staff conduct any interviews with students at risk.
‘Protective interruption’ may be necessary if the student starts to discuss this issue in front of other students.
Negotiation with the student about getting further help through the Counsellor, Head of School or
School Nurse is essential.
Students are often relieved if the teacher offers to help them gain access to further help through the resources
available within the College or through their parents.
However, some students may refuse to discuss the matter with anyone else and may not want you to reveal what has
been disclosed to the College authorities or their parents. This then becomes a matter of
critical judgement for you, as the teacher carrying the concern, to know just what to do:
• Resist the impulse to take immediate action but allow some time to think the issue through.
• If the student is adamant that she will not see the Counsellor, School Nurse or Head of School, this should
not preclude the student and/or her family obtaining professional help outside the College. The teacher could
offer to assist in organising such referral but this is usually best organised through the Counsellor, School
Nurse or Principal.
• For the protection of the student (and the teacher), all staff have the responsibility to inform the relevant
School authorities without delay. Wherever possible, this should be explained to the student in advance.
Although students may not be happy at this course of action, the fact they have told you is an indication of
the importance for somebody to know. By taking action on their behalf you are also indicating that you are
taking their concern seriously and you care enough to make sure that they get appropriate help.
• When personally involved in a situation where a child’s life may be at risk, it is difficult to maintain
perspective if dealing with the situation on your own. It is advisable to consult the School Counsellor or
Head of School at the earliest opportunity. This can be done without necessarily disclosing the identity of the
child or breaching confidence.
SELF HARM POLICY
Self-harm occurs in a number of ways. Self-inflicted cuts, burns or scratches on the body and drug overdoses are the
most common forms of self-harm.
The reasons students self-harm are varied and include despair, depression, anger, copying another student who has
self-harmed or inability to cope with stress.
The College’s response should be that the action of self-harming may have a serious intent and/or be symptomatic
of other health and well-being issues.
In providing care for students identified as self-harming, the following considerations are critical:
• Safety of the student.
• Well being of fellow students.
• Involvement of the family.
• Assessment of risk of further self-harm.
• Assessment of student’s state of mind that led to the incident of self-harm. PLC Community Handbook 2012
• Consideration of referral to external health professional.
Policies, Procedures and Guidelines Sect-6-41

In the event that a student may have self-harmed:
• The student may be removed to the Health Centre or Boarding House for assessment and immediate care.
The initial assessment is to ascertain if medical attention is required.
• Head of School and Counsellor must be advised.
• Following School Counsellor and Head of School assessment a decision may be made to temporarily exclude
a student from the College.
• An external health professional’s support would be required for re-entry to College.
• If the student is a boarder, they may be removed from the Boarding House at the discretion of the Head of
Boarding and/or the School Counsellors.
Return to School
Return to school will be based on the following considerations:
• The recommendation of School Counsellors.
• An interview with parents to discuss the best interests of all concerned.
• If necessary, arrangements are in place for the support of a health practitioner and/or professional
counselling.
• The College considers it has the resources necessary to positively manage the situation.
SELF HARM POLICY
(Added January 2006)
Self-harm occurs in a number of ways. Self-inflicted cuts, burns or scratches on the body and drug overdoses are the
most common forms of self-harm.
The reasons students self-harm are varied and include despair, depression, anger, copying another student who has
self-harmed or inability to cope with stress.
The School’s response should be that the action of self-harming may have a serious intent and/or be symptomatic of
other health and well-being issues.
In providing care for students identified as self-harming, the following considerations are critical:
• Safety of the student.
• Well being of fellow students.
• Involvement of the family.
• Assessment of risk of further self-harm.
• Assessment of student’s state of mind that led to the incident of self-harm.
• Consideration of referral to external health professional.
In the event that a student may have self-harmed:
• The student may be removed to the Health Centre or Boarding House for assessment and immediate care.
The initial assessment is to ascertain if medical attention is required.
• Head of School and Counsellor are advised.
• Following School Counsellor and Head of School assessment a decision may be made to temporarily exclude
a student from the School.
• An external health professional’s support would be required for re-entry to School.
Return to School
Return to School will be based on the following considerations:
• The recommendation of School Counsellors.
• An interview with parents to discuss the best interests of all concerned.
• If necessary, arrangements are in place for the support of a health practitioner and/or professional counselling.
• The School considers it has the resources necessary to positively manage the situation.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-42

Abstract
Policy Statement PLC has developed the following Head Lice Policy in consultation with the Department of Health.
The purpose of this Policy is to ensure a consistent, co-ordinated and co-operative approach to
managing head lice in the School community.
Scope
This policy applies to all students and parents at PLC
Policy Area
Students Welfare
Thank you for taking the time to read the school’s Head Lice Management Policy. We hope you will find it
informative and helpful. Compliance with the Policy helps the whole School community to keep head lice infestation
under control and so reduce time, expense and distress for parents and students. The school undertakes the following
steps to ensure a clearly defined process is followed when a child is found to have head lice:
The Department of Health’s Head Lice Fact Sheet:
• Is available in the school office with extra copies available for parents.
• Is sent home to the parents of a child with head lice and to the parents of other children in the same class,
accompanied by an explanatory letter.
Day 1:
• The student is given a brief, age appropriate explanation about the head lice.
A letter to parents of the child found to have head lice is sent home with the student at the end of
the day.
The letter informs the parents that their child has head lice and advises that that, as required by the
School Education Act, the child must commence head lice treatment before returning to school. A
copy of the Department of Health’s Head Lice Fact Sheet is enclosed with this letter.
• Parents of the other students in the class are sent an information letter on the same day, asking them to check
their child’s hair for head lice and advising them how to do this more effectively, using the Department of
Health’s recommended hair conditioner method.
Day 2:
• Once treatment has commenced, the parents of the child with head lice should send the child back to school
with the completed Confirmation of Treatment tear-off section of the Letter to Parents. Parents are reminded
that treatment must be completed over the 10 day period, as recommended by the Department of Health.
• If confirmation or similar note, is not returned and the student is not able to confirm that treatment has
commenced, the class Teacher will inform the Year Co-ordinator who will contact the parents to check that
they have received the letter and the Head Lice Fact Sheet.
• If the letter to Parents and the Head Lice Fact Sheet have been received but no treatment has started, the
parents as asked if they are experiencing any difficulty.
• If the parents have no particular difficulty they are given a clear reminder regarding their responsibility
to the child and to the school community. The parents are advised that the child must not return to school
until treatment has begun. Parents must return a note to school with the child to confirm this.
SUNSAFE POLICY
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-43

Recommended treatments
• The School advises that parents should use the Department of Health’s recommended treatment
as described in the Head Lice Fact Sheet. The 10 day Hair Condition Treatment if the Department’s
preferred treatment. However, parents who wish to use insecticide treatment should do so according to
the Department’s instructions in the Head Lice Fact Sheet, as labeling on some had lice products may
be unclear or even inaccurate.
Exclusion of a student from school
• Under the School Education Act 1999, students found to have head lice may be excluded from school
at the discretion of the Principal or delegate until treatment has begun and all live head lice are being
removed, in accordance with Department of Health treatment advice. In practice, this means children can
return to school the morning after treatment has commenced, provided that all live head lice have been
removed and effective treatment is completed consistently over the following 10 days. A few remaining
eggs are not a reason for exclusion.
• Students found to have head lice will normally be excluded at the end of the school day, and not earlier,
except in circumstances described above for Day 2 and thereafter, or at the discretion of the Principal or
delegate.
Checking for Head Lice
• Class or whole School “head checks”
Hair Styles:
School staff, or the School Nurse do not undertake class head checks for head lice, as this is
not an efficient or effective strategy for head lice control. Head lice can move up
toe 30cm per minute. They move rapidly away from searching hands and so an infestation can
easily be missed. Most children do not have lice, so valuable class time is wasted
checking such children unnecessarily. In addition, it is the responsibility of individual parents to
check their own child’s hair for head lice. Screening for head lice is most effectively undertaken
by parents combing their child’s hair using hair condition to slow down the head lice, together
with a metal “nit” comb. As described in the Department of Health’s Head Lice Fact Sheet.
• Students with long hair must wear it tied back, braided and/or pinned.
Roles and Responsibilities
PLC
• To develop, implement and maintain a head lice management policy.
• To ensure that parents and staff are aware of the School’s Head Lice Policy, and that parents
are provided with a copy of the Department of Health Head Lice Fact Sheet when their child is
enrolled and on request.
Health Centre Nurse
• To provide information, advice and education to parents and the School community about head
lice management.
• To work with Boarders and Boarding House staff on head lice management.
Students & Parents
• To learn about head lice infestation and management by reading the Department of Health’s Head
Lice Fact Sheet.
• To regularly check their child’s hair for head lice infestation.
• To treat their child’s hair immediately if the child has a head lice infestation, using the advice in
the Head Lice Fact Sheet.
• To inform the School and other contacts if their child has a head lice infestation and to confirm
that treatment has commenced.
Abbreviations
PLC
IB
Related Documentation
Presbyterian Ladies’ College
International Baccalaureate
• The Department of Health’s Head Lice Fact Sheet:
• School Education Act 1999
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-44

Aim: To protect students, staff and parents from the ongoing risk of damage from harmful sun rays.
Rationale: To educate students on the dangers of exposure to the sun and to teach steps to minimise the risks of long
term damage.
PLC encourages all students and their families to be aware of the problems of skin cancer and to take preventative
measures whether at school, travelling to and from school or in situations away from school. These preventative
measures include:
• The wearing of hats when and wherever it is necessary.
• Adequate covering to shoulders and back when swimming or otherwise engaged in activities in the direct
sunlight.
• The application of the 15 plus sun creams that have been proven to have a positive effect in the prevention
of the sun’s rays damaging the skin.
At PLC every opportunity is taken to impress on students the need to protect themselves and to establish a culture
where they are comfortable to wear their hats. In addition, the Health and Physical Education Program from years
7-12 have a comprehensive coverage of this topic.
It is important for students and their families to discuss the problems of skin cancer associated with exposure to the
sun and for families to develop attitudes that also encourage and accept the wearing of hats in the sun. We stress
the need for this through as many avenues as possible and we continue to inform students that it is not today or
tomorrow that the problems arise, but in future years.
Expectations:
All students must wear hats, when in the sun during Terms 1 and 4.
• Hats must be worn for outdoor sport and outdoor activities.
• Students are assisted to understand the importance of protection from the sun. They are constantly
encouraged to use cream and wear the appropriate hat when engaged in outdoor activities. We also rely on
family support in this important aspect of lifestyle.
• Students are encouraged to hydrate on a regular basis.
Available from the Clothing Shop:
• Panamas and sports caps.
MOBILE PHONE POLICY
The School recognises that there are times when it is genuinely appropriate and useful for students to have access to a
mobile phone before and after School.
Any student who is feeling unwell at School and needs to go home must arrange this through the Health Centre. Under
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-45

no circumstances may students use either mobile or pay phones to contact home and make arrangements to leave
except through the Health Centre or Heads of School.
The following ‘common sense’ rules apply with respect to mobile phones:
• Courtesy, consideration of and respect for others are paramount at all times.
• They are brought to and kept at School and used entirely at their owner’s risk. The School cannot accept any
responsibility for theft, loss, damage or health effects (potential or actual) resulting from mobile phone use.
Insurance is a parent responsibility.
• Parents and students should ensure that mobile phones are properly and adequately insured as personal
property.
• Mobile phones should be switched off during the School day and stored in a locker. They should not be
used in any manner or place that is disruptive to the normal routine of the School or to other people. Usage
includes the sending and receiving of text messages or data during class time.
• Visual images on mobile phones with the capacity for photo graphics and/or video must be appropriate in
content. Images are not permitted to be taken during the School day or at any School function without the
approval of the staff member in charge.
Students are not permitted to use mobile phones during field trips, excursions or other off-campus supervised activities.
Arrangements will be in place for communication with staff members in the case of an emergency.
Non-observance or breaches of these rules may result in the mobile phone being confiscated and privileges restricted
or withdrawn. If the mobile phone is confiscated, it will need to be collected from Student Services by the parent/
guardian of the student. If a parent/guardian is unable to collect the phone, the phone will remain in Student Services
until Friday 3.30 pm of the week it was confiscated.
A set of guidelines covers appropriate use of mobile phones by boarders out of School hours.
BUS TRAVEL POLICY
The appropriate behaviour of students travelling on the bus is important to ensure the safety of all students and the
driver. Therefore, a set of bus rules has been developed to guide the behaviour of all students.
Lap/sash or lap seat belts are fitted to PLC buses. These must be worn at all times and it is the passengers’ responsibility
to do so.
The bus driver may not commence travel until all seat belts are fastened.
Bus drivers must watch the traffic at all times. Students will help them if they know how to behave and will be helping
to make sure that their journey is a safe one.
Students are expected to avoid distracting the driver by:
• never placing arms or head out of a window
• not making lots of noise - this can worry the driver
• not turning on radios, unless they are fitted with earphones
• not standing up in a moving bus - the driver’s view of the traffic may be blocked
• not talking to the driver whilst the bus is moving
• not standing up until the bus has stopped moving: a student may fall and be seriously injured
• not pushing others or rushing when entering or leaving the bus
Students are expected to:
• sit quietly in their seat and keep their School bag on their lap or put it under the seat. Bags must not be left
where other people can trip over them.
• carry their School bag in front of them, not over their shoulder while they are getting on or off the bus - other
passengers could be hurt by it
• keep food and drinks in their bag until they get off the bus. Don’t litter the bus and never throw things out of
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-46

the windows
Repairs to buses are expensive. It is the responsibility of parents to pay for any wilful damage that is caused.
After alighting from the bus, students must not step off the kerb until the bus has moved off from the bus stop, as they
may not be seen by other vehicles which are passing.
Remember, show care, courtesy and common sense when travelling on buses.
FUNDRAISING POLICY
Fundraising activities at PLC serve one of the following purposes:
• Raising of funds for approved School Service programmes – these programmes are the responsibility of the
Chaplain, Service Learning Co-ordinator, Service Captain and Committee and Head of Junior School.
• Raising of funds to support specific Curriculum and co-curricular activities – these activities require the
approval of the Principal.
• Raising of funds to support School tours. These activities require the approval of the Principal and will only
be considered in situations where the tour is representing PLC in an official capacity. Recreational tours are
not eligible to fundraise.
• Fundraising by PLC Parent Support Groups and Old Collegians should be approved by the Principal.
Selling chocolates/sweets etc on campus and surrounds for fundraising purposes (eg local clubs, voluntary organisations)
is excluded because:
• A proliferation of personal/sports team/special group fundraising potentially detracts from approved Service
programmes.
• Students who are observed to be possessing sums of money have become targets of theft.
• We are conscious of offering healthy options through our cafeteria, chocolate/lolly selling runs counter to our
policy of healthy life styles.
RESPONSIBLE BEHAVIOUR POLICY AND PROCEDURES
Purpose
To outline the expectations of student behaviour at PLC.
To outline processes for managing student behaviour at School.
Rationale
To ensure all students are able to learn in an environment free from interruption caused by the behavior of other
students. To assist students in adjusting inappropriate behaviours
Policy Statement
The School actively seeks to provide an environment conducive to learning for all students.
Behavioural Expectations
Students should behave considerately at all times. Areas of particular importance are:
• Attitude towards staff and fellow students
• Co-operation in the smooth running of the School
• Care for the physical appearance of the School
• Language which conveys respect for others
Smoking, drinking alcohol and the use of illegal drugs are prohibited. PLC is a smoke-free zone.
Managing Student Behaviour in Class – Minor
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-47

PLC has standard procedure to be used by teachers in the Middle and Senor schools for repeated misbehavior from
one student, or a very small group of students. Minor misdemeanours although not to be excused, or overlooked, can
usually be dealt with by calling the student, or students involved, back after class and talking through the incident.
The procedure is as follows:
Immediately following class, the teacher may
• Take the student aside
• Make clear the behavior of concern
• Listen to student’s viewpoint
• State the behavior expected from the student at the next class
Should the behavior continue, the student should be referred to the Head of Department for follow up.
Managing Student Behaviour in Class – Major
If the student needs to be removed from the classroom the teacher will send her to sit at Middle School or Senior
School Reception. Alternatively they may send another student with a note, to the Head of School to ask them to
collect the student of concern.
The Head of School will discuss the issue with the student and may contact the parents. The following consequences
may apply depending on the issues of concern:
Detention
Student reports to Middle or Senior School Reception at 3.30 pm on the nominated day and remains until 4.30 pm.
This duty may be given for non-compliance with any aspect of the School rules. The student is informed that she has
been given a Detention and given the reason. Parents are contacted to inform them of their daughter’s obligation to
attend on the required day.
Saturday Morning Detention
A Saturday Morning Detention is given for serious or repeated offences.
Suspension and Expulsion
These are penalties, given at the discretion of the Principal, to student who commit very serious offences or who fail
to respond to other disciplinary procedures.
Managing Behaviour Related to ILT
All students and parents accept conditions in relation to use of technology at PLC. Failure to comply with the
Acceptable Use Contract will have consequences.
Process on Intervention
First Incident
• Detention
• Phone parents – outline process of consequences
• Possible parent interview with the Head of School/Boarding
Second Incident
• Saturday detention (three hours)
• Phone parent
• Access to internet and/or e-mail is removed
• Interview with the Principal
Third Incident
• To Head of School and Principal – probable suspension
Behaviour in Public
Rules and information concerning behavior and appearance apply not only to what happens in School, but also in
the public.
Girls are strongly encourages to take pride in themselves and to remember that judgments are made about them and
the School based on their behavior, appearance and manners.
PLC Community Handbook 2012
Policies, Procedures and Guidelines Sect-6-48

ACADEMIC
MIDDLE SCHOOL
Years 7, 8 and 9 make up our Middle School. Within PLC’s overall K-12 structure, the Middle School aims to
help our students make the transition from the supported learning and security of the Junior School to autonomous
and independent learning required in the Senior School. The Middle School recognises adolescence as a distinct
developmental stage in a lifetime of continuous and permanent learning.
The Middle School Curriculum is designed to concentrate on four main areas:
• the development of knowledge and understanding in key learning areas
• the acquisition of key competencies or life skills
• the development of desirable personal attributes
• the acquisition of skills needed to become reflective self-directed learners
The delivery of these curriculum goals involves many varied programmes, activities and events such as:
• timetabled subject based classes
• investigations or inquiries of a broader cross-subject nature
• homework and private study
• co-curricular activities
• the Outdoor Education programme
• other special opportunities and events
Year 10
In Year 10, girls continue to develop knowledge and understanding in key subject areas and start to build a greater
appreciation of how learning occurs and their own personal preferred style of learning. They continue to have
opportunities for a wide range of co-curricular activities including Music, Public Speaking, Drama and Sports and
to participate in National or State wide educational competitions and challenges. The Outdoor Education programme
also continues for Year 10 students.
Please see the Opportunities MYP Academic Handbook for further details.
Assessment Years 7 - 10
Assessment procedures and policies are in the hands of the separate subject departments. However, in general, the
following will apply:
• Students are assessed against the International Baccalaureate (IB) Middle Years Programme (MYP) assessment
criteria rather than against other individuals in the class. This is a criterion-referenced approach to assessment.
• Assessment is both formative (to enhance learning) and summative (to assess where the students are at).
• Students and parents are informed in advance of all assessments.
• Students are provided with the assessment rubrics prior to starting a task. Assessment criteria are explicit and
make clear the objectives to achieve.
• Students complete a reflection (Years 7 - 9) or may be asked to completed a reflection (Year 10) on their
performance on all assessment tasks.
• Each assessment item, which includes the task, assessment rubric, teacher comment and student reflection is
sent home to parents to comment on.
• Assessments are marked and returned promptly.
• Students are provided with a variety of tasks to enable them to demonstrate achievement of the assessment
criteria in a variety of contexts.
• Students are given several opportunities to achieve the criterion.
• Tasks are provided at a variety of levels to enable students to show what they can achieve, not what they do not
know.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-1

• Reports are sent to parents at the end of each Semester. All reports are confidential documents intended for
parent use, but it is reasonable to expect that parents will discuss report contents with their daughters. On
request, the School will issue reports at other times, either to summarise attainment or effort during a term, or
for the purposes of providing a reference or information.
The following applies to reports:
• Formal written reports clearly indicate the student’s achievement against the International Baccalaureate Middle
Years Programme (MYP) assessment criteria.
• All Subjects will show a final IB grade in the range from 1(lowest) to 7 (highest). These grades are applied
using the MYP grade boundaries.
• In Years 7 - 9 students are assessed against criteria that are age appropriate. Over time, we would expect
students’ achievement levels to progress. However, for a given semester, a student may show a decrease due to
the following:
- lack of skills, understanding of concepts and/or content being taught
- lack of application
- absence
• Written comments may indicate strengths and weaknesses.
• Parent-Teacher-Student Evenings provide opportunities to discuss progress.
• Parents may discuss their daughter’s progress with Year Co-ordinators if needed.
Parents will be notified by a letter of concern, of missed or late assessments. When a student is absent for an
assessment due to recreational reasons, the academic progress is interrupted. It puts undue pressure on staff to
accommodate work that is missed. Whilst there will always be extenuating circumstances, it is inappropriate to
take girls out of school during term time. Our policy is not to provide schoolwork or to re-negotiate assessments for
students withdrawn for recreational reasons and missed assessments may incur a score of zero.
Students who are unable to attend school for lengthy periods of time due to injury, illness or in order to attend
approved educational commitments, will be provided with work and assessments will be negotiated or adapted
appropriately.
Staff will endeavour to limit the number of summative assessments to two per learning area per term. Formative
assessments will be conducted in the normal course of instruction.
Assessment Schedules
At the beginning of each term, a schedule of assessments will be e-mailed to all girls. This will also be included with
the Links for parent’s information. We recommend printing a copy and placing it in the prominent location to assist
your daughter with preparation. The schedule will also be useful in giving parents an indication of when to expect
assessments to arrive at home for signing.
Missed Assessments
If an assessment is missed (eg assignment, test, oral presentation, portfolio) parents will be notified in writing.
Supporting documentation such as a medical certificate or appointment should be handed in to the teacher or Year
Co-ordinator where appropriate.
Examination Absenteeism
This information will be covered closer to the Year 10 examination period in Term 4.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-2

In Middle School Purpose of Homework
1. Revision/ Study
• To prepare for future lessons
• To consolidate essential skills
2. Completion of work and assignments
3. Develop study skills and habits
• To develop responsibility
• Organisational skills
What is appropriate as homework
• Assignments to be done over a period of time before being handed in for assessment
• Revision and study
• Reading
• Finishing tasks begun in class, not doing the whole task at home
• Accessing resources that are not available at school
• Activities that reinforce basic principles of subjects – eg times tables, periodic table, vocabulary etc
• Catching up on work missed due to absence from school or attending music lessons.
How much time in total
Year 7 – 5 hours per week Year 8 – 6 hours per week Year 9 - 8 hours per week
In addition to this, girls are expected to complete 15 minutes maths and 15 minutes reading, according to their
reading log each school night.
Homework expectations and procedures:
For Parents and Students
• Homework is to be given on the days on which the class occurs.
• Students should be encouraged to try the tasks set. They should stop if they have difficulties,
write a list of questions in their diary and seek assistance from their teacher at the
next opportunity.
• Students are to record time taken to complete set tasks so that teachers have a clear indication of
student abilities/ limitations
• In some subjects, students may be issued with homework ‘contracts’ to be completed over a week.
Students are to plan their approach to ensure completion of the tasks over the week.
• If students miss classes for music lessons or external sporting commitments, they must see their
teacher to negotiate tasks and catch up on work missed.
• Parents and teachers should use the diary to communicate with each other. Parents are expected to
sign the diary each cycle.
Year 7
• Students in Year 7 are to stop after having completed their set time even if they have not finished the work
given. Parents are requested to sign the diary and note any concerns for the student to bring to her teacher’s
attention in the next class.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-3

• No homework is to be given for Year 7 over week-ends. If teachers issue homework on a Thursday, this
may be due on the following Monday, but if homework is given on a Friday it should not be due on the
Monday.
• 15 minutes to be spent on tasks that reinforce skills – eg vocabulary, maths facts and skills etc. The
remainder of each session should be divided equally to complete other set tasks.
Year 8
• Students in Year 8 are to spend 20-25 minutes on tasks that reinforce skills – eg vocabulary, maths facts,
terminology and skills etc. The remainder of each homework session should be divided equally to complete
other set tasks.
• No homework to be given for Year 8 over week-ends. If teachers issue homework on a Thursday, this may
be due on the following Monday, but if homework is given on a Friday it should not be due on the Monday.
Year 9
• Students will be given tasks from all subjects to total of 8 hours per week
SENIOR SCHOOL
Year 11/12 Assessment Policy
In Year 11 and 12, students begin to focus on acquiring qualifications needed for tertiary education or employment.
All subjects offered at PLC are accredited subjects that are eligible for inclusion for the purposes of Secondary
Graduation. It is the School’s expectation that girls will study six subjects in Year 11 and five or six in Year 12.
Full details of subjects and selection procedures are available in Directions, the Senior School Academic Handbook.
In the Senior School girls are expected and encouraged to demonstrate self-discipline, resilience and independence.
Further to this, girls are expected to have developed responsibility for their own learning and to negotiate concerns
directly with teachers rather than have their parents contact the School on their behalf. They are encouraged to use the
resources available at the School to deal with any concerns they may have. The Year Co-ordinator should be the person
the girls use to help with direction and assistance on any arising matters.
This policy has been adopted by PLC for the assessment of Year 11 and 12 work. The policy is in line with the
expectations of the Curriculum Council.
1. Overview
Assessment assists teachers and the school in:
• monitoring the progress of students and diagnosing learning difficulties
• providing feedback to students
• adjusting programs
• developing subsequent learning programs
• reporting student achievement to parents
• whole-school and system planning, reporting and accountability procedures.
Where PLC uses the same assessment task or exam as other schools, the task and student responses will be retained
by the teacher until the task has been completed by all school/s.
Assessment procedures must therefore be fair, valid and reliable.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-4

2. Assessment guidelines
Senior secondary schooling assessment has mandatory guidelines set by the Curriculum Council. The accredited
syllabus, the assessment outline and the course outline and/or teaching program must be provided to students for each
of the course units they are studying.
3. Student responsibilities
It is the student’s responsibility to:
• complete all subject/course requirements by the due date
• maintain an assessment file of evidence for each subject/course studied and to make it available whenever required.
• maintain a good record of attendance, conduct and academic progress (a student who is absent from a class for five
lessons or more per term is deemed to be ‘at risk’ of not completing the course unit or subject requirements)
• initiate contact with teachers concerning absence from class, missed in-class assessments, assessment tasks, extension
requests and her issues pertaining to the assessment.
• arrive for assessments and exams on time.
• access the grade descriptors for the stage of the course they are studying on the Curriculum Council website
www.curriculum.wa.edu.au
4. Staff responsibilities
It is the responsibility of the teaching staff to:
• develop a teaching/learning program that meets Curriculum Council requirements and guidelines
• provide students with the syllabus, a subject/course outline and assessment outline at the start of the subject/course
• ensure that assessments are fair, valid and reliable
• provide students with timely assessment feedback and guidance
• maintain accurate records of student achievement and assessment
• meet school and external timelines for assessment and reporting
• inform students and parents of academic progress as appropriate
• to provide a copy of the grade descriptors for the stage of the course they are studying
• apply the assessment policy consistently and fairly
5. Missed assessment work due to absence from class
General
If a student is absent from class, their ability to achieve to their potential is diminished. Extended absence frequently
results in lower levels of achievement, or unit assessment requirements not being met. This may have WACE
implications.
Scheduled assessment tasks
We recommend the following code of behaviour regarding tests that are sat at different times for the same subject but
different classes. Students must not discuss the test outside of the classroom until all classes have written the test. If
asked about it, or hearing others talking about it, students should indicate that it is not appropriate to discuss the matter.
Students who have a temporary or permanent disability that may disadvantage them in tests or examinations should
inform the School Counsellor and provide relevant documentation. Extra time for examinations and tests may then be
provided based on Curriculum Council guidelines.
Absence from a scheduled assessment task must be explained by a Missed Assessment Form. These are available
on the Senior School ishare site. Satisfactory explanation of the absence may enable the student to complete that
assessment task, or a similar task, and gain credit. Please note the following:
• The mark will only be validated upon the return of the Missed Assessment Form.
• Failure to return the Missed Assessment Form will result in a Letter of Concern being sent home.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-5

The penalty for non-submission or non-completion will be waived if the student provides a reason acceptable to the
school. For example:
• where sickness, injury or significant personal circumstances for part or all of the period of an out-of-class
assessment task prevents completion and submission.
• where sickness, injury or significant personal circumstances prevents a student attending on the day that an
in-class assessment task is scheduled.
In such cases the parent/guardian must:
• Contact the school before 9.30am on the day and provide a Missed Assessment Form immediately
upon the student’s return. The student is expected to make personal contact with the teacher upon return
even if they do not have the particular class on the day of return.
If a student has a valid reason for missing an assessment and it cannot be administered at a later date, the student will
be awarded an estimated mark determined on the basis of performance on similar tasks at other stages of the course in
combination with the student’s rank in the group and/or by requiring the student to complete a validation task.
Wherever possible, advance notification of absence is required. In cases where a student is unable to attend to complete
a specially scheduled assessment task, and where appropriate supervision is guaranteed, permission may be negotiated
to complete that task in an alternative venue.
Unless there is a reason that is acceptable to the school, failure to attend a scheduled in-class assessment task or submit
on time an out-of-class assessment task may result in the student either:
• receiving a lower grade than expected at the end of the course unit or subject (if there is
sufficient evidence from the assessment tasks completed to assign a grade, see section 7) or
• receiving a ‘U’ (Unfinished) notation instead of a grade (if there is insufficient evidence to
assign a grade).
Note: A ‘U’ notation will result in no record of this course unit or subject on the student’s
Statement of Results from the Curriculum Council and may affect their achievement of a
Western Australian Certificate of Education
Submission of assignments
Absence from School on the due date should not affect the submission of an assignment. If an assignment deadline
falls during the course of a School camp, trip overseas etc., the assignment should be submitted by a date negotiated
with the class teacher. Alleged problems associated with producing assignments by computer will not be treated as a
case of genuine difficulty.
Students who have their preparations for an assessment interrupted in the period immediately before the assessment
date should inform the Year Level Co-ordinator or the Head of Senior School beforehand. Students may be required
to produce documentation to support their claim. If the disruption is felt by the School to be significant, the student
will be awarded an estimated mark arrived at by the statistical process outlined earlier in this policy or they may be
able to be provided with an extension.
Prolonged absence
Where a student is unable to attend school for a lengthy period due to injury, illness or high levels of sport, the school
will endeavour to provide support for the student’s learning program.
Where a student is withdrawn during the term for recreational reasons, the academic progress is interrupted and it puts
undue pressure on staff to accommodate work that is missed. Whilst there will always be extenuating circumstances,
it is inappropriate to take girls out of school. Where a student is to be withdrawn from school for any reason, parents
should inform the Head of School in writing well in advance and the student should also see the Head of School to
discuss the situation. Because each situation will be different, the Head of School in consultation with the Deputy
Principal will decide on appropriate procedures or consequences.
Our policy is to not provide schoolwork for students withdrawn for recreational leave and missed assessments may
incur a zero mark.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-6

6. Changing a subject/course
Generally, it is not possible to change after the first 6 weeks (dates are published in Directions in the Subject Selection
and Timetabling Procedures), as to do so would place a student at risk of not completing requirements. The school
will only consider changes in exceptional circumstances. All changes must have parental approval and changes must
be negotiated through the Careers Counsellor.
When a student transfers to a different unit in the same course, or a unit in a similar course or a similar subject, the
marks from any assessment tasks that assess the syllabus will be used. These marks may need to be statistically
adjusted to ensure that they are on the same scale as the marks for all students in the new class.
It is the responsibility of any student who transfers into a class from the same course or subject at another school, to
provide the school with the details of all completed assessment tasks. The Deputy Principal, in consultation with the
Heads of Departments, will determine the part of the syllabus that has been completed, the assessment tasks which
have been completed and the marks/ratings awarded for these tasks.
The Head of Department in consultation with the teacher will determine how the marks from the previous school will
be used. Note: Where necessary these marks will be statistically adjusted to ensure that they are on the same scale
as those at PLC. They will also determine the additional work if any to be completed and determine the additional
assessment tasks if any to be completed to enable a grade to be assigned.
Where additional work and/or assessment tasks are necessary, the teacher will develop an individual education plan
showing the extra work to be completed and the modifications to the assessment outline. The plan will be discussed
with the parent/guardian and provided to the student.
• Students entering a course within 5 days of an assessment task will not be expected to complete that task
for assessment purposes
• All students changing courses will sit the examinations in that subject which may include questions on all
course objectives from the start of the School year.
All students are expected to take 6 courses in Year 11 and 5 or 6 courses in Year 12 to allow for breadth of learning and
to allow for other options to be maintained. Whilst the school accepts that the Curriculum Council only requires 10
courses ( comprising 20 units over the final two years of school) it is our belief that it is in all students’ best interests
to take at least 11 courses, with a considerable number of students studying 12 courses.
If a student wishes to drop a unit in Year 11 or drop more than one course in Year 12 she must see the Careers Advisor
to ensure all her requirements are met. Following this, the student must make an appointment to see the Head of
Senior School who will make the final decision. Generally, the school will only allow a dropping a unit or course
under the following circumstances:
1. Sickness or misadventure
2. An elite athlete who trains more than 12 hours a week on a consistent basis
3. A student involved in the Arts at an elite level practising for more than 12 hours a week on a consistent basis
7. Non-submission of evidence of achievement
General
Work handed in late will be penalised 10% of the possible marks per day for three days. Work handed in after three
days will score zero. The weekend will count as two days and a long weekend as three days. If a student does not
submit an assessment task or attend a scheduled in-class assessment task, the teacher will contact the parent/guardian
to discuss the risk of the student not completing the course unit/subject and to negotiate a solution.
Extensions
Generally, it will not be possible for students to seek an extension of deadlines. In cases where work is not submitted
on time, teachers will make their judgement on the evidence available by the deadline. Where a student is likely to
experience difficulty meeting a deadline they must discuss the matter with the teacher at the earliest opportunity before
the due date.
Extensions may be given at the discretion of the Head of Department in cases of illness or significant personal
problems. A medical certificate will be required in certain circumstances. If a student does not apply and receive an
extension, the consequences will be the same as for missed work without an acceptable explanation of their absence.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-7

8. Cheating, collusion and plagiarism
Students shown to have cheated or been involved with collusion or plagiarism in assessed work or in examination will
not have that work accepted as valid evidence of their achievement.
Collusion is when a student submits evidence that is not his or her own work for assessment.
Plagiarism is when a student uses someone else’s words or ideas without acknowledging that they have done so.
Teachers will employ strategies to ensure that work submitted for assessment which has been completed in an out-ofclass
situation is the student’s own work. Work will not be accepted from students who submit work, which is not their
own but, is presented as such. Students who allow their work to be copied may also score zero for that assessment.
Refer to the School’s Academic Honesty Policy.
It is the students’ responsibility to familiarise themselves with all actions that are considered breaches of test/
examination rules. These include: impersonation of a candidate; collusion between candidates; possession or
knowledge of test/examination questions prior to the test/examination; possession of unauthorised materials (for
example, mobile phones, bags, calculator cases) in the test/examination room; markings on authorised materials in
the test/examination room; removal of test/examination materials; inappropriate behaviour in the test/examination
room; and failure to follow test/examination instructions. If the need arises, PLC will enforce consequences that are
consistent with the Curriculum Council’s guidelines. The penalty for such breaches may include cancellation of parts
or all of the candidate’s paper.
9. Examinations
A written examination will be held in all Stage 2 and 3 courses and TEE subjects at the end of Semester 1 and the end
of Semester 2. In some courses and subjects a practical exam will also be held. Examinations may be held in Stage 1
courses where considered appropriate by the Head of Department/teacher.
Examinations are typically between 2-3 hours in Year 11 and 2.5 or 3 hours in Year 12. The examination timetable
and a copy of the examination rules will be issued to students 3 weeks before the commencement of the exam period.
Regulations
When attending examinations, students must adhere to the regulations for that examination.
Details of regulations will be issued with the examination timetable.
Infringement of regulations will result in an appropriate penalty.
All Year 12 students will be issued with their own copy of the Curriculum Council’s TEE Handbook. Sitting an
examination implies that the student abides by the rules outlined in the document.
For Semester One and Semester Two Examinations students need to read and record their individual timetable
accurately. For TEE there are no supplementary examinations for those who misread a timetable and consequently
arrive late, or miss the examination entirely. For PLC examinations, rescheduling is possible but a penalty applies.
If you are running late, or are unable to sit a paper due to illness, contact the school as soon as possible by phoning
9424 6444. You should ask to speak with the Head of Senior School, the relevant Head of Department or the Deputy
Principal.
Attendance
Students must attend scheduled examinations. In exceptional circumstances, alternative arrangements may be
negotiated through the principal and/or Curriculum Council before the examination date.
Participating in family holidays will not be accepted as an exceptional circumstance.
If a student has a valid reason for not writing an examination, an estimated mark will be awarded. A medical certificate
will be required in certain circumstances.
Students who have their preparations for an examination interrupted in the period immediately before the examination
date should inform the School beforehand. Students may be required to produce documentation to support their
claim. If the disruption is felt by the School to be significant, the student will be awarded an estimated mark arrived at
by the statistical process outlined in the above statement.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-8

Rescheduling of exams.
In the case of absence due to legitimate illness, the exam should be rescheduled for as soon as possible
following the illness.
Where a parent or student requests rescheduling for any reason other than illness, the request is to be
considered by the Deputy Principal and the Head of Senior School.
Implications of rescheduled exams.
Whether or not the rescheduled exam is counted will depend on:
- when it was sat,
- the subject, and- discussion between the teacher/HOD, Head of Senior School and Deputy Principal
Adjustment to marks on reports will be considered where a girl has completed an exam following an illness, and the
results do not reflect her work so far.
Students who have a temporary or permanent disability that may disadvantage them in examinations should inform
the School Counsellor and provide the relevant documentation. Extra time for the examinations and tests may then be
provided as per Curriculum Council guidelines.
Absenteeism from Class
Absenteeism from class without a valid reason is a serious breach of School rules. In every instance parents will
be notified and asked to acknowledge that such absenteeism compromises the School’s duty of care, and may affect
individual results. Further consequences may involve detention.
10. Reporting achievement
Details of the timeline are provided in Directions under Reports.
All grades reported are subject to Curriculum Council approval at the end of the year.
The parent/guardian will be notified of any changes to that result from the Curriculum
Council’s review of the student results submitted by PLC.
For all Stage 2 and 3 course units and Year 12 TEE subjects, a statistically adjusted school
mark is reported by the Curriculum Council on the student’s Statement of Results. Details of
the marks adjustment process are available on the Council website at
www.curriculum.wa.edu.au/Senior_Secondary/Exam_Information/Your_Marks/.
Information about calculating the TEA and TER for university entry is available on the TISC
website at www.tisc.edu.au.
Reviewing marks and grades
When a student considers that there is an issue about the marking of an assessment task or
about the grade assigned for a course unit or subject they should, in the first instance,
discuss the issue with the teacher.
If a marking or grading issue cannot be resolved through discussion with the teacher then the
student or parent/guardian should approach the Year Coordinator.
The student or parent/guardian can request, in writing, that PLC conducts a
formal assessment review if they consider that the student has been disadvantaged by any
of the following:
• the assessment outline for the course unit or subject does not meet Curriculum Council
requirements
• the assessment procedures used in the class do not conform with the college’s
Assessment policy
• procedural errors have occurred in the determination of the mark and/or grade
• computational errors have occurred in the determination of the mark and/or grade.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-9

The Principal, or a nominated representative, will conduct the review. The reviewer will meet
with the student and the teacher independently and prepare a written report. This report will
be provided to the student and parent/guardian.
If this review does not resolve the matter, the student (or parent/guardian) may appeal to the
Curriculum Council using appeal form is available from the Deputy Principal. Council
representatives will then independently investigate the situation and report to the Council’s
appeal panel. If the panel upholds a student appeal, PLC will make any
required adjustments to the student’s marks and/or grades and re-issue reports as
necessary.
Selection of Subjects for Years 11 and 12
Every Year 10 student participates in a careers and choice of subjects course. The Counselling Centre welcomes
discussion with students and their parents about choice of subjects and subject changes. Information about School
subjects required for a particular University or TAFE College Courses is readily available.
Reports
Full written reports are sent out twice a year at the end of each semester, except for those in Year 12 who receive one
report in June and a Statement of Results at the end of the year. Students in Years 11 and 12 also receive Progressive
Assessment Sheets, generally at the end of each term.
Personal Contact
Parents are invited to approach the School concerning their daughter’s progress and/or behaviour at School. Parents
who wish to enquire about girls in the Middle and Senior School should contact their daughter’s Year Co-ordinator.
The Year Co-ordinator can then handle the matter or refer it to the appropriate person.
Homework Policy
Homework can be seen as one avenue by which the student can develop self-discipline and organisation – invaluable
aids to successful living at all ages. The School Diary should be used to assist students to be well organised.
Homework:
• Encourages students to become more self-reliant and independent as learners.
• Helps students develop responsibility for their own decisions.
• To plan their out-of-hours programmes.
• To work unsupervised to the best of their ability.
• To present completed work punctually.
• Can permit and foster individuality and creativity as well as developing powers of concentration.
• Ensures essential skills in the learning process are consolidated and extended by well-designed set
homework.
The suggestions on how to study, printed in the Senior and Middle School diaries, should be read by all students.
Parents can assist by ensuring their daughter has an adequate area for study at least from the time she begins Middle
School.
Amount Of Homework / Home Study
This is the minimum requirement for home study in the Senior and Middle School:
Year 12
Year 11
Year 10
Year 9
Year 8
Year 7
18 hours per week
15 hours per week
10 hours per week
8 hours per week
6 hours per week
5 hours per week
It should be remembered that home study includes written work, learning work and reading.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-10

School Diary
Each student has a School Diary which is to be used and to be available for the House Tutors to sign every cycle for
students in Years 7, 8 and 9, and for perusal by Tutors of Years 10 and 11. These are distributed by the School. If a
Diary needs to be replaced, additional copies are available from the Clothing and Stationery Store.
References
All requests for references should be made to the Principal, not to individual staff members.
ACADEMIC HONESTY POLICY
Cross Referenced
Junior School Academic Honesty Policy
Senior School Academic Honesty Policy
References
Making the PYP Happen
MYP From Principles into Practice
IB Academic Honesty and Malpractice notes
MYP (Years 7 – 10) Academic Honesty Policy
Purpose
To make students aware of the ethical considerations related to Academic Honesty and to teach them how to
acknowledge sources of information.
Rationale
To comply with National Curriculum and IB Standards and Practices.
Definitions
Plagiarism: Representing the ideas or work of another as your own, e.g. copying another writer’s work word for word
or paraphrasing without acknowledgement.
Collusion: Supporting or enabling academic dishonesty. For example, allowing your work to be copied or having a
parent or tutor complete part of your work.
Duplication of Work: Presenting the same work for different assessments.
Cheating: Use of unauthorised notes or communication devices or viewing another student’s work during a quiz, test
or exam.
Policy Statement
The School values knowledgeable and open-minded inquirers, who strive to be thinkers and principled communicators
of their findings, creations and responses.
Practices
Students are:
1. Made aware of the ethical considerations related to Academic Honesty.
2. Taught how to acknowledge sources of information.
3. Provided access to support materials to assist them in referencing their work (e.g. School Diary, library
website, podcasts).
4. Provide access to “turnitin” to support them in making informed judgements about the
‘Academic Honesty” of their work.
5. Encouraged to take responsibility for the authenticity of their work.
Consequences
The Head of School and Head of Department will decide from a range of consequences for academic dishonesty:
• Teacher to speak with the student and the Head of Department/Head of School informed
• Parents may be informed
• Student may be given an opportunity to resubmit their work
• Student may be given no credit for the plagiarised work
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-11

Senior School (Years 11 and 12) Academic Honesty Policy
Senior School (Years 11 and 12) Academic Honesty Policy
The Academic Honesty Policy is intended to be read along with the IB’s Academic Honesty and Malpractice notes
The Academic (Appendix Honesty 1) which Policy governs is intended the work to be of read IB students along with but the is in IB’s keeping Academic with the Honesty school’s and expectations. Malpractice notes
(Appendix 1) which governs the work of IB students but is in keeping with the school’s expectations.
At PLC we value, knowledgeable and open-minded Inquirers who strive to be thinkers and principled
At PLC communicators we value, knowledgeable of their findings, and open-minded creations and Inquirers responses. who strive to be thinkers and principled communicators
of their findings, creations and responses.
Promoting
Promoting
and Supporting
and Supporting
Academic
Academic
Honesty at
Honesty
PLC
at PLC
Students are:
Students are:
Made aware of the ethical considerations related to Academic honesty.
• Made aware of the ethical considerations related to Academic honesty.
Taught how to acknowledge sources of information, as published in school diary, assistance and advice can be
• Taught how to acknowledge sources of information, as published in school diary, assistance and advice can
sought by the Director of Library Resources
be sought by the Director of Library Resources
Supported in the preparation of their work by the teachers and supervisors.
• Supported
Made
in the
aware
preparation
that plagiarism
of their
crosses
work by
a variety
the teachers
of disciplines
and supervisors.
and the need to acknowledge the source of data,
• Made aware
computer
that plagiarism
programs, photographs,
crosses a variety
sound
of disciplines
files, diagrams,
and the
illustrations
need to acknowledge
and maps.
the source of data,
computer Provided programs, with photographs, access support sound materials files, diagrams, to assist illustrations them in referencing and maps. their work.
• Provided Clearly with access told the to conditions support materials and expectations to assist them for examinations referencing and their assessments. work.
• Clearly To told take the responsibility conditions and for expectations the authenticity for examinations of their work and by submitting assessments. a Turnitin report and Academic Honesty
• To take Declaration responsibility with for all the written authenticity assignments of their (where work by appropriate). submitting a Turnitin report and Academic
Honesty Declaration with all written assignments (where appropriate).
Academic Academic dishonesty dishonesty includes: includes:
Plagiarism: representing the ideas or work of another as your own, eg copying another writer’s work word for word or
Plagiarism: paraphrasing representing without the acknowledgement.
ideas or work of another as your own, eg copying another writer’s work word for word
or paraphrasing without acknowledgement.
Collusion: supporting or enabling plagiarism, for example allowing your work to be copied or having a parent or tutor
Collusion: complete supporting part of or your enabling work. plagiarism, for example allowing your work to be copied or having a parent or tutor
complete Collaboration part of your is work. the legitimate joining of minds and resources to complete a given task. The guidelines for the
collaboration would normally be set out by the unit coordinator and/or class teacher.
Collaboration is the legitimate joining of minds and resources to complete a given task. The guidelines for the
collaboration Duplication would of normally Work: presenting be set out the by same the unit work coordinator for the different and/or assessments. class teacher.
Duplication Cheating: of Work: Use of presenting unauthorised the same notes work communication for the different device assessments. or viewing another students work during a quiz, test or
exam. Falsifying CAS records in the Diploma is also not permitted.
Cheating: Use of unauthorised notes or communication device or viewing another students work during a quiz, test or
exam. Falsifying More specifically CAS records during in examinations, the Diploma is the also use not an permitted. unauthorized calculator, disclose or discuss the content of an
examination paper with a person outside the immediate school community within 24 hours after the examination,
More specifically
failure to comply
during examinations,
with the instructions
the use
of
an
the
unauthorized
invigilator during
calculator,
an examination,
disclose or discuss
disrupt
the
an
content
examination
of an
by an act of
misconduct such as distracting another candidate, and the fabrication of data for an assignment.
examination paper with a person outside the immediate school community within 24 hours after the examination,
failure to Note: comply A candidate with the is instructions likely to be of found the invigilator guilty of malpractice during an examination, if unauthorized disrupt material an examination is taken into by the an examination,
act of
misconduct regardless such as of distracting whether any another attempts candidate, are made and to the use fabrication the material. of data for an assignment.
Note: A candidate is likely to be found guilty of malpractice if unauthorized material is taken into the examination,
regardless of whether any attempts are made to use the material.
PLC students will be required to include the following declaration statement with all assignments if appropriate. If in
doubt, please discuss with your teacher prior to handing in the work.
PLC students will be required to include the following declaration statement with all assignments if appropriate. If in
doubt, please discuss with your teacher prior to handing in the work.
Unless otherwise acknowledged, the work I am submitting in this assignment is my own work.
Signature: ___________________________________________________________
Date: __________________
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-12

CONSEQUENCES OF ACADEMIC DISHONESTY
Consequences of Academic Dishonesty
First Incident
Senior School!
Teacher and Head of Department speak with the student.
Head of Department to notify parents.
Head of School notified.
Student is given the opportunity to resubmit but appropriate penalties may apply.
Second Incident
Third Incident
Teacher and Head of Department speak with the student.
Head of School speaks to the student and notifies the parents.
After school detention issued.
No credit will be given for the plagiarised work.
Teacher and Head of Department speak with the student.
Head of School arranges an interview with parents and student.
Saturday detention issued. Principal advised.
No credit will be given for the plagiarised work.
IB Students:
IB Students:
IB will not accept work for assessment or moderation unless the candidate has signed the coversheet supplied by IB to
confirm that the work is her authentic work and constitutes the final version of that work. The teacher or supervisor
IB must will not also accept sign the work coversheet. for assessment or moderation unless the candidate has signed the coversheet supplied by
IB to confirm that the work is her authentic work and constitutes the final version of that work. The teacher or
supervisor must also sign the coversheet.
Work identified as not authentic before submission and before students sign the coversheet will follow the penalties
stated above and is handled within the school.
Work identified as not authentic before submission and before students sign the coversheet will follow the penalties
Work identified as not authentic AFTER submission and AFTER signing the coversheet for Internal IB assessments
stated above and is handled within the school.
will result in the case being presented to a final IB award committee who will decide if the student is guilty or not guilty
of malpractice. If they are guilty, no grade will be awarded. See Appendix 1 for further clarification of this process.
Work identified as not authentic AFTER submission and AFTER signing the coversheet for Internal IB assessments
will result in the case being presented to a final IB award committee who will decide if the student is guilty or not
guilty of malpractice. If they are guilty, no grade will be awarded. See Appendix 1 for further clarification of this
process. Appendix 1
IB notes for Academic Honesty
Appendix
(from Handbook
1
of procedures for the Diploma Programme, May and November 2010 examination sessions. IB 2009)
IB notes for Academic Honesty
(from Handbook of procedures for the Diploma Programme, May and November 2010 examination sessions. IB 2009)
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-13

OUTDOOR EDUCATION AND ASSOCIATED ACTIVITIES
PLC offers a camps-based Outdoor Education programme primarily designed to provide students with a vehicle for
personal development and exploration of their inner-self. The programme offers participants a structured progression
of physical and congnitive challenges that are matched to their maturity and to some extent, their previous outdoor
experience. As students engage with these challenges they discover a great deal about their perceived limitations,
capabilities, self-concept and independence.
It is strongly held that in learning to deal with change, uncertainty and perhaps self-doubt that may arise during the
outdoor education programme, the girls learn valuable coping strategies that can be useful in their day-to-day living.
They will also be encouraged to make decisions based on an assessment of needs versus wants. This prioritizing and
filtering offers immediate consequences and benefits during their time on camp and develops skills that will be vital
in dealing with the broader issues that confront contemporary society as a whole.
The Outdoor Education programme is conducted across a broad range of locations in Western Australia exposing
students to the wonderfully diverse natural environment. The College strongly endorses and implements a Leave
No Trace ethic throughout the programme; in this way we encourage students to develop an ethos of responsible
stewardship and respect for the environment as well as an understanding of competing resource use demands and
management issues.
Not to be overlooked is the simple value of sharing the experience and participating openly with fellow students
throughout the camps programme. The bonds and memories formed on camp are often treasured long after the girls
have completed their time at PLC.
The Outdoor Education Programme currently comprises:
• Year Camps for Years 6 – 10; these are part of the School’s core curriculum and all students are required to attend.
• Adventure Options Programme
The Outdoor Education Department co-ordinates an Adventure Options programme that runs throughout the year. The
activities are recreationally based focusing on fun and participation as well as the development of the technical skills
and experience necessary for students to pursue various activities in their own right.
The programme features less mainstream activities such as surfing, windsurfing and kayaking. Activities run before or
after school (dependant on the season) with a mainly aquatic focus given the close proximity of the School to the Swan
River and Indian Ocean. The programme is co-ordinated on a term-by-term basis and is promoted on the Outdoor
Education wiki.
• Specific Activity Camps
A number of surf camps are co-ordinated throughout the year. These are conducted over weekends at Lancelin and
are open to both beginners and more experienced surfers. The camps are run in conjunction with a Surfing Australia
affiliated surf school and form part of the Surfing Australia Safe Surfing Programme.
• Parent/Daughter Activity Days
Typically white-water rafting in winter; abseiling in spring – the days provide an opportunity for the girls and parents
to share quality time and experience in the outdoors.
The programmes are supervised by qualified and experienced instructors with the parents’ participation on equal
footing with their daughters’. No previous experience is required. The Parent/Daughter Activity Days are promoted
on the Outdoor Education Wiki and via PLC Links.
The Adventure Option programme, including weekend camps and Parent/Daughter activities, is promoted on a term
by term basis on the PLC Outdoor Education Department wiki. Please note that all activities in the co-curricular
programme are offered on a cost recovery basis and that minimum and maximum numbers apply.
• Treks and activity camps (Surf Camp etc).
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-14

Other Co-curricular Activities
The voluntary secton encompasses the Middle School Adventure Club and other activities including scuba diving,
bushwalking and canoeing that take place during weekends and vacation times. Many of these activities are available
to the whole PLC Community. Details are advertised in the PLC Links. Interested people should contact the Director
of Outdoor Education for details.
General information sessions regarding the Outdoor Education programme are incorporated in the Support Your
Daughter evenings held at the beginning of the School year. Specific information will be circulated prior to the
commencement of each camp or activity and will include a general overview, dates and times, contact numbers,
equipment lists and medical forms.
As with all School activities the emotional and physical well being of the students is paramount. All Outdoor Education
Department Staff and casual instructors involved in the programme hold current first aid qualifications, appropriate
security clearances and are highly skilled and experienced in the activities they will be leading.
A number of activities with the Outdoor Education Programme are offered to the broader PLC community and these
will promoted via PLC Links throughout the year.
If you have any queries regarding any aspect of the programme or would like further information, please contact the
Director of Outdoor Education.
PLC Community Handbook 2012
Academic Middle and Senior Schools Sect-7-15

INFORMATION AND LEARNING TECHNOLOGIES @ PLC
Background
PLC has long supported information and learning technologies and began implementing a 1:1 Learning programme
with technology in 1992. In Years K-4 the students have access to shared desktops, laptops, iPods and iPads both
outside their classrooms and in the Junior School Library; through a buddy system, they develop an early understanding
of information technologies and their use. In Years 5 to 12 the students have the exclusive use of a laptop computer,
students in Years 11 and 12 can bring in their own supplementary devices (such as iPods and iPads), which can be
connected to the school network.
Learning Technologies Vision
At PLC we encourage a learning environment where the use of information and learning technologies is regarded as
an integral part of teaching and learning so that it is used in a routine and natural way. The appropriate use of learning
technologies is employed to further enhance high quality teaching and learning.
Learning technologies are used to support the teaching and learning approaches that allow students to assume greater
responsibility for their own learning, such as student-centered learning, negotiated curriculum, guided discovery
learning and developing innovation and invention competencies in students.
Information and Learning Technology (ILT) Management
PLC has a commitment to ILT and employs industry best practices to ensure that appropriate technology is implemented
and supported. The ILT Strategic Plan, in conjunction with regular yearly reviews and operational plans, guides
the College in the application of technology to teaching and learning, as well as in the area of administration and
business process management. ILT at PLC encompasses a professional support team responsible for the operation of
the College’s ILT resources, including maintenance and improvement of ILT Services and resources to facilitate 21st
Century skills and best practices in teaching and learning.
1º (One Degree- located in the PLC Senior School Library, Information Resource Centre and Junior School
Library)
Development and execution of a personal support and training centre for students, staff and parents.
• 1° is a curriculum and application support area, to offer help and support for all members of the PLC
community for all information and learning technologies. 1° is the “heart and soul” of technologies. ILT and 1º
Coaches include teachers and students who are specially trained and certified at 1°. Their role is to help all users with
all hardware and software with in-house repairs.
• 1º creates a place that staff and students want to visit to receive support and 1:1 training sessions.
• 1° facilitates students with the 21st Century Skills programme.
• 1° provides ILT and 1º Coaches for software and curriculum integration ideas and support.
PLC Technology Centre
PLC has a dedicated Technology Centre that provides service, support, and maintenance for ILT operations. A team of
technology professionals delivers support to the students and staff for any hardware problems that arise in the use of
ILT resources. Faults are diagnosed and repairs are provided onsite through certified technicians.
The Technology Centre hours are 8.00 am to 4.30 pm, Monday to Friday, excluding public holidays and the period
between Christmas and New Year.
PLC Infrastructure
PLC has an extensive technology infrastructure that provides seamless access to ILT resources for staff and students.
Resources available include filtered internet access and e-mail, internal collaboration sites such as iShare and iTunes
U, printers, file storage and specialised software. Wireless networking enables students to access the network
from their laptop anywhere within the school grounds.
Additional multimedia labs provide student access to specialist facilities and technologies. Students also have the use
of other resources such as digital scanners, digital cameras and digital video cameras.
Our Policies
We have several policies with regard to Information and Learning Technologies (ILT) resources at PLC. All students
must adhere to the Acceptable Use Policy with regard to their use of the ILT resources (located in the Student Diary
and online).
PLC Community Handbook 2012
Laptop Programme Sect-8-1

The Laptop Programme
It is compulsory for all students in Year 5 to Year 12 to have a laptop computer provided by PLC. Ensuring each
student has a laptop is integral to developing the Information and Learning Technologies vision, and provides each
student consistent access to technology resources at school and at home.
Managed Operating Environment (MOE) and Self Service
PLC provides a Managed Operating Environment for all users, which helps to ensure that we can provide consistent
and timely support for students, while providing the ability for users to learn through the exploration and personal
configuration of many aspects of their laptop.
A non-exhaustive list of some software comprising the 2012 MOE available on the laptop or via Self Service:
Mac OS X
Microsoft Office (PC and Mac)
iLife (iMovie, iPhoto, GarageBand, iDVD, iWeb)
Multimedia and web authoring tools
iWork (Keynote, Numbers, Pages)
Sophos Antivirus software
Internet Explorer (PC), Firefox & Safari web browsers
Inspiration
Adobe Creative Suite 5
Touch typing software – Ten Thumbs
Graphics and Audio manipulation
In addition to this software, there are subject-specific applications in Self Service for learning areas such as Maths,
Music and Languages. Students are currently permitted to have other software on their laptop as long as it has been
legally purchased or is freeware. PLC has a software compliance policy (as part of the Acceptable Use Policy) that
all students must sign to signify their understanding of the legal implications of installing and using pirated or illegal
software. See the forms at the end of this section.
If parents would like to purchase software for their daughter, we request that they call the Technology Centre to
discuss the technical requirements and suitability, and if required, arrange for installation by our support team. There
is no charge for this service.
Health, Safety and Good Ergonomic Use of Computers
Ergonomics is the study of how the use and design of equipment affects humans and their bodies and PLC has a
commitment to the health and safety of all its students and staff.
From an ergonomic point of view, we ask students to observe the following practices:
• Whenever carrying the laptop in its bag, students should always wear the bag strap across their body on the
shoulder opposite the hip the bag rests on. This evenly distributes the weight across the body. They should not carry
the bag on one shoulder, as this puts all the weight on one side of the body, potentially causing a bend in the spine and
additional muscle stress to compensate for the unbalanced weight.
• Students should take regular breaks from working with a computer in any particular position. They should try
not to work in an un¬natural position or one in which they remain hunched over with head forward for any length of
time. Intersperse working on a computer with other activities, get up and move around or simply save work then have
a stretch and roll eyes and neck. Doing this regularly is good for the body and also helps remind students to save their
work.
Specific exercises to encourage good ergonomics are available online or by request via 1º.
PLC Community Handbook 2012
Laptop Programme Sect-8-2

Operation of the Laptop Programme
Allocation
The laptop programme operates on a two-year rolling replacement model and the levy is calculated on this basis. In
all cases, new students will be allocated the relevant model laptop for their Year group and generally will receive their
laptop in late January. To ensure each year level has the same hardware and software or if a replacement is required
due to an insurance claim, the laptop for new students may not always be brand new. Current students will return their
2 year old laptops in late November. Parents are asked to sign an acceptance form, a form outlining terms of hire and
any student policy forms. These forms and the policies are reviewed regularly.
ILT Fee
An annual fee that will be charged in four equal payments to the parent’s School account each Term (three equally
payment for Year 12). Further details can be found in the mLearning Laptop Fact Sheet and the Schedule of Fees
Travel Overseas
When travelling overseas (to a location outside Australian states and territories) with a PLC-issued laptop, it is
essential that families arrange their own travel insurance (where the laptop and its accessories are a specified item) for
the duration of its time outside the country
Any loss or damage to the equipment which occurs during the period it is ‘overseas’, will be billed directly to parents
for direct payment to the College. Further details can be found in the mLearning Laptop Fact Sheet.
Care and Handling of the Laptop
We encourage students to have fun and enjoy using their laptop, but there is a responsibility attached to its use. We
encourage parents to discuss the care and handling of the laptop with their daughter on a regular basis. As laptops are
very portable, it is easy to become complacent with the care and handling of them. Damage to the laptop will result in a
charge for repairs, and it is possible for repair costs to be high. It a bag or sleeve provided for each issued laptop and it
is an essential care and handling requirement that this is used when the laptop is being carried or moved from location
to location. It is not enough to simply place the laptop in a school bag. Screens are very expensive and there are many
instances of damage being caused when only transporting laptops in school bags. Any damage caused in this manner
is generally not covered by insurance. Carrying the laptop by the screen places pressure on the screen supports and can
lead to damage. The power adaptor can also be damaged if inadequately cared for. The hire conditions require students
to keep the laptop in good condition. One of the reasons for this is that if a student should leave PLC for any reason,
this laptop would be transferred to another student. Any repair or cleaning work required could result in a charge to a
student’s final account. Further details can be found in the mLearning Laptop Fact Sheet.
Storage and Security
During the School day, students MUST store the laptop in their locker when it is not in use. If a laptop is found
unattended and unsecured in the school grounds, it will be returned to the Technology Centre to be securely stored.
Students will need to complete a form and obtain a parent signature before the laptop will be returned.
Students may store their laptop in the Technology Centre for safe keeping at any time. This is especially encouraged
for overnight, weekend or holiday storage. Laptops must not be left in lockers overnight.
Service and Support
PLC Technology Centre
Service, support and repairs are provided through the PLC Technology Centre. Configuration, networking or software
issues will be resolved on-site. If the fault is a manufacturer defect, the laptop will be repaired at no charge. Further
repair and insurance details can be found in the mLearning Laptop Fact Sheets.
Reporting Faults
Students are expected to bring the laptop to the Technology Centre or 1º as soon as possible whenever they have a fault
with the laptop computer. The support staff will assess the fault and determine the type of fault. Hardware repairs will
be booked in for the technician to repair. General software faults will be resolved by the Helpdesk or 1º, although this
is not always possible ‘while-you-wait’. Prompt reporting of hardware faults is essential.
Contacting Us
For general laptop enquiries regarding service, support and repairs you can call the Technology Centre Helpdesk on
9424 6469 during support hours. You can also contact the Help Desk by e-mail at helpdesk@plc.wa.edu.au
PLC Community Handbook 2012
Laptop Programme Sect-8-3

Repairs
Booking in
Once the Helpdesk determines that a laptop requires a hardware repair, the laptop is booked into the onsite repair
centre. Students will be given an estimate on the likely completion date.
Loan Laptop
If a repair requires a part and there is a likely delay in delivery beyond 24 hours, the student will be issued with a loan
laptop where one is available.
Picking up
Once the laptop is repaired, the student will be advised via the Daily Notices Bulletin. It is the responsibility of the
student to check if their laptop is ready for collection.
Frequently Asked Questions
Why can’t I buy my own laptop
PLC understands that some parents would prefer to purchase the laptop. There are several reasons that a PLC provided
laptop is compulsory. PLC has a very large number of laptops in use at the school. There is a large support overhead
to ensure that both students and staff have a reliable, stable working environment. By providing laptops we are able to
provide a consistent experience for all students at a reduced overall cost to parents.
Also, a standard issue laptop means that no student is disadvantaged by having outdated equipment or software.
Software provided through the Managed Operating Environment is kept up to date and is provided through school
educational licensing agreements. These require the computers to be the property of the school. The retail value of this
software is well in excess of the value of the computer hardware itself, and as a result, is substantially less expensive
than buying the computer and software personally. By maintaining the laptops as School property, the School is able
to provide more attractive and less expensive warranty and insurance cover.
Can the laptop be used at home to access the Internet
Yes, given that parents have arranged with an Internet Service Provider to obtain an Internet service. The Technology
Centre or 1º can offer assistance if needed.
Can the laptop be used on a home network
Yes. The Technology Centre can help with the settings required to make this happen.
Can a student send files to a Windows computer
Yes. Some files may have to be saved in a different format. 1º can provide detailed advice upon request.
Can a student take her laptop with her on holiday
Yes, however students and parents must accept that this laptop computer and its accessories remain their responsibility
at all times.
If travel is within Australia (mainland states and territories, including Tasmania) then the normal insurance cover will
remain in effect.
However, if travelling overseas (to a location outside Australian states and territories) then it is essential that
families arrange their own travel insurance (where the laptop and its accessories are a specified item) to the value of
$1500 AUD minimum is arranged for the duration of its time outside the country.
Proof of travel insurance must be provided to the Technology Centre in order to receive documentation indicating that
the student has a right to transport the equipment through customs.
Any loss or damage to the equipment which occurs during the period it is ‘overseas’ will be billed directly to the fee
account for prompt payment.. Any further questions should be directed to the Technology Centre.
PLC Community Handbook 2012
Laptop Programme Sect-8-4

ACCEPTABLE USE POLICY: NETWORK, INTERNET AND SOFTWARE
1. Network and Internet
Policy
• The aim and purpose of the School network is educational, to support schoolwork and research.
• Access to the network including Internet access, iShare, e-mail and printing, is a privilege and continued
use depends on respect for the rules of the School and care of the equipment.
• All users are responsible for legal, financial and other obligations resulting from their use of the Internet.
• Students must report any malfunctions or damage to a computer/mobile device to a teacher, or member of
the ILT team.
• At no time should any user represent themselves as someone else. This practice is known as identity theft.
There are however circumstances in which it is appropriate to maintain a level of anonymity (eg. chat rooms)
• Users will at all times respect the privacy and copyright of others. This means that the work of others must
be fully acknowledged; files belonging to other users may be copied only with their permission; users may
read their own mail only; passwords and personal details must not be disclosed.
• Expressed permission must be sought when taking or publishing video and images to respect the privacy
and dignity of others.
• E-mail, chat, SMS/MMS, wiki, and blog messages must be courteous and respect the privacy and dignity of
others.
• Users will be conservative with network downloads and only download data associated with their schoolwork.
• The School may at any time terminate, suspend or limit network access, Internet access or e-mail.
• The use of mobile devices in class (such as the iPod Touch) is to be directed by staff.
• PLC may check all computers, any storage devices, any school-provided mobile device, Internet usage
logs, email and other communication mediums at any time to ensure compliance with the spirit and intent
of these policies.
Contract
• I accept that the School network (including Internet access, e-mail and printing) is for educational purposes.
• I shall at all times be courteous and use appropriate language.
• I shall respect the School’s equipment and resources.
• I take full responsibility for my use of the Internet and e-mail.
• I shall not divulge personal details of any kind that could put anyone, including myself, at risk.
• I shall respect the rights, privacy and property of others. This includes their user IDs, passwords and files.
• I shall respect intellectual property rights and protect the School from infringement of copyright.
• I shall not plagiarise the work of others and shall fully acknowledge all material.
• I agree not to access unsuitable, offensive or illegal material.
• I understand that inappropriate use of the network, Internet, e-mail or other communication mediums may
result in disciplinary action.
• I will be conservative with network downloads and only download data associated with my schoolwork.
2. Software
PLC provides software for students and staff to use within the provisions of the licence agreement for each software
package. PLC requires that inappropriate/illegal software is not installed or downloaded onto computers or mobile
devices that it provides for use by its students and staff.
I agree that:
• I will not make illegal copies of any software.
• I will not give illegal copies of any software to others.
• I will not install or download any software/data that may be illegal, inappropriate or offensive or use
any software to infringe on the intellectual property / copyright of others (e.g., LimeWire, Peer-to-Peer
filesharing).
• PLC may check my computer and any storage devices at any time to ensure I am complying with the spirit
and intent of these policies.
I understand that:
• If I install software I have bought for myself, or that is bought by my parents, or downloaded from the
internet, I must comply with all the licence agreements for that software and I will be responsible for any
ensuing consequences.
PLC Community Handbook 2012
Laptop Programme Sect-8-5

• Software companies and copyright holders may take legal action against me if I break licence agreements
or use software to infringe copyright.
• The Principal may impose penalties on me for copying, allowing software to be copied, or installing or
downloading inappropriate or offensive software or media or otherwise failing to comply with these policies.
This includes the use of software likely to infringe the intellectual property of others or activities likely to
disrupt computing and network services (including wasting network bandwidth).
LAPTOP CARE POLICY
• I will ensure that I take proper care of my laptop by ALWAYS following these guidelines (failing to do so
may void the warranty and exclude insurance cover).
• You must always carry the laptop in its laptop bag or sleeve, whether to/from or around, the school.
• Do not leave your laptop unattended around the school or around change rooms before, at, or after sporting
events or classes. It is negligent to do so. Someone may mistake it for their own or it could be stolen by a
thief.
• Keep your laptop with you or lock it in your locker during the day if you don’t need it for a lesson.
• DO NOT UNDER ANY CIRCUMSTANCES leave your laptop in your locker overnight or on weekends/
holidays. For overnight storage, take your laptop to the Technology Centre.
• Close the lid carefully and check the computer is asleep before placing it in your bag or sleeve.
• Charge your laptop’s battery up every night for use the next day.
• Insert and remove the charger plug from your laptop carefully by holding the plug, NOT the cable, as over
time, pulling on the cable can cause the plug and cable to break apart.
• Do not wind any cables too tightly. This can cause them to twist and break over time.
• You are expected to keep your laptop clean. If you need assistance with cleaning your laptop the Tech
Centre can provide advice on appropriate cleaning materials. Excessively dirty laptops may attract a
cleaning charge.
• You must not eat or drink over your laptop. Liquid can destroy the internal components of a laptop and
crumbs in the keyboard will cause it to stop working.
• Do not store books, paper or anything else inside the laptop section of your laptop bag or sleeve.
These items all have the potential to scratch the casing of your laptop.
• Stickers may be placed on your laptop. Stickers should be flat not 3 dimensional. They may NOT be
placed on keytops, or the mouse button, power button or trackpad. Sharp or abrasive stickers are NOT
ACCEPTABLE anywhere on the laptop.
MOBILE DEVICE AGREEMENT POLICY: YEAR 12 STUDENTS ONLY
• Use the mobile device (iPod Touch, iPhone or iPad) for the purposes it was provided and abide by the
School’s expectations of student conduct.
• Provide suitable care and security of the mobile device at all times and immediately report any damage or
loss of a PLC issued iPod Touch to the School.
• Be prepared to cover the cost of repair or replacement of the mobile device if damaged or lost.
• Make a commitment to achieving the Information and Learning Technology goals of the School and take
part in the training activities provided for you by the School.
• In accordance with School policies, be held responsible for any involvement by yourself or any other user
of your mobile device in activities associated with accessing inappropriate or illegal materials.
• Take ownership of this mobile device and consider contacting your insurer to include it under your
Home & Contents Insurance to cover loss or theft.
• Should loss, theft or damage occur:
o PLC issued iPod Touch lost due to theft must be reported to police with the report number and a
copy of the report lodged with PLC;
o An expectation exists for 12 students to have a designated mobile device at school.
PLC Community Handbook 2012
Laptop Programme Sect-8-6

LAPTOP FACT SHEET
Cost:
MacBook:
Term:
Support:
End of Term:
$1,320 per annum
Apple’s latest MacBook:
MacBook Air 11” - 64GB SSD, 4GB Ram – approx. 1kg
http://www.apple.com/au/macbookair/specs.html
MacBook Pro 13” - 320GB HDD, 4GB Ram
http://www.apple.com/au/macbookpro/specs-13inch.html
AppleCare Protection Plan
http://www.apple.com/au/support/products/proplan.html
- Apple technical and software support, available worldwide
- Note: this is not insurance (refer below for insurance details)
Two (2) year rotation
Students in 2012 Year 5 & 7 will receive a MacBook Air and students in years 9 &11 will receive
a MacBook Pro in November 2011, or if new to the school, in late January 2012.
Improved support experience:
1. One Degree (based in Senior and Junior School Libraries):
- Information and Learning Technology Coaches to assist students 1 on 1
- Small group training for software and technical issues
- Teacher support for podcasting, collaboration and communications technologies
(iTunes U / iPod Touch/ iPad)
- Extension to include Parent training
2. Software Download Centre – Self Service:
- Students download the applications they need
3. Collaboration services including wikis and blogs, https://ishare.plc.wa.edu.au/
4. Onsite Technicians with rapid turnaround times and loan laptops available if needed.
5. Backup using Time Machine Backup drives.
Laptops are either directly owned or subject to a lease arrangement and therefore need to be in
a condition for sale either by PLC or the financier at the conclusion of the 2-year rotation. PLC or
the financier requires the laptop to be in a suitable condition, allowing for fair wear and tear
(refer attached for guidelines), to achieve fair market value. Any reduction to the fair market
value will be advised to you and charged to your Fee Account.
Repairs / Replacement:
We will have the services of an on-site technician, who will be an authorised Apple Repairer. This
will mean that turnaround time should be reduced in most instances.
Any one repair / replacement part equal to or less than $200 will be charged to the Fee Account
for each and every repaired / replaced item. Please note that a laptop repair / replacement may
include the repair or replacement to more than one part and therefore the total charged to the Fee
Account may exceed $200.
Insurance
Excess:
There must be a valid accepted claim for this section to apply. You are expected to abide by the
decision to accept or deny a claim and indemnify the College.
$200 (basic)
Exceptions:
- The excess for a second LCD screen replacement claim is $500 and at cost
(approximately $700) for a third LCD screen claim within the two-year rotation.
- The excess for a first claim in relation to damage caused by liquid or food spills is 50% of
PLC’s replacement cost and at PLC’s full replacement cost for any subsequent claim.
You may be able to reduce the excess, at your own cost, by noting the laptop on your own home
and contents policy.
Coverage: - Anywhere on Australia.
- International insurance coverage is at your cost to include on your travel insurance or
home and contents policy.
PLC Community Handbook 2012
Laptop Programme Sect-8-7

Inclusions: - Fire, theft and accidental loss or damage to the equipment.
- Accidental damage is physical damage, which occurs as a result of a sudden, unforseen
and/or unexpected event.
- Theft includes forcible entry into buildings / residences and ‘taking’ by force,
intimidation or physical confrontation.
- Loss in transit if not left unattended in a public place or vehicle.
Exclusions: - Excess payable
- Theft when left unattended in public areas, including motor vehicles, and reasonable
precautions (i.e. left in supervision of responsible person) have not been taken to
safeguard the laptop.
- Damage or loss as a result of negligence, fraud or not meeting reasonable duty of care
responsibilities.
- Damage as a result of liquid or food spills onto the laptop
- Damage as a result, or during air, sea or train travel unless the items are carried as
personal cabin luggage.
- Normal wear and tear.
- Consequential loss (loss of information or records). Frequent data backups can mitigate
this.
- Damage caused by excessive exposure to sunlight, hear, corrosion, contamination,
pollution, animal or temperature variations.
- Acts of terrorism and normal policy exclusions in relation to war, invasion etc.
Care Tips: - Close laptop when carrying it to prevent screen or hard disk damage.
- Always use PLC issued bag or sleeve.
- Don’t drink or have liquids near laptop.
- Think twice before shutting the screen – is there anything on the keyboard
- Ensure any cables are out of the way to avoid tripping over them.
- Never leave laptop in a vehicle.
- Never leave laptop unattended in a public place, even for a short time.
- When travelling always carry the laptop as hand luggage.
Claims: - Operating / software matters should be taken 1º.
- Physical damage to hardware should be taken to the Tech Centre.
- Claim forms in some instances can be completed on the spot, where appropriate.
- Loan laptops will be available, as appropriate.
Guidelines in relation to ‘fair wear and tear’:
(a) Must be suitable for condition of re-sale without diminishing the value below the normal fair
market value for an asset of similar age and make.
(b) Example of normal wear and tear, include and are not limited to:
(i) Light scratches on laptop casing
(ii) Light wear on laptop palm rests
(iii) Faded lettering on keys
(iv) Removable stickers / labels
(v) Slight plastic colour fading
(c) Examples of normal wear and tear would NOT include and are not limited to:
(i) Missing keys
(ii) Cracked casing, frame or lid
(iii) Broken hinges or latches that do not close
(iv) Non-removable stickers / labels
(v) Etching, excessive scratching and abnormal markings
(vi) Pressure patches, burns and scratches on screens
(vii) Major equipment discolouration, paint – including liquid paper, blood or radioactive substances
requiring more light cleaning for safe handling and process for re-sale.
(viii) System does not boot up or systems passwords that prohibit diagnostic level program execution or
testing
(ix) Removal of serial number identification / product tags.
(d) Damage that disfigures the laptop from its normal appearance and function would be deemed to
diminish the value compared to a model of equal age and make without disfigurement.
PLC Community Handbook 2012
Laptop Programme Sect-8-8

14 McNeil Street Peppermint Grove WA 6011
MOBILE DEVICE AGREEMENT - STUDENT
This Agreement is between
Presbyterian Ladies’ College, Perth
and ___________________________________________________________ (you).
(name of student)
For the purpose of this agreement, “you”, “your”, and “yours” refers to the individual student who has signed this
contract and “the School” refers to Presbyterian Ladies’ College, Perth.
This Agreement will start on 18 October 2010.
Under this agreement, the School will:
1. Set up ONE nominated mobile device to enable you to connect to and make effective use of the School network.
2. Plan and manage the integration of the mobile device into the School environment, and provide the training
required to enable you to use the iPod Touch or mobile device effectively in your study.
3. Have an expectation that you will abide by the School’s expectations outlined in the Acceptable Use Policy.
Under this agreement, you will:
4. Abide by the School’s expectations of student conduct in regards to the use of the mobile device.
5. Provide suitable care and security of the mobile device at all times.
6. Be prepared to replace the mobile device if damaged or lost.
7. Make a commitment to achieving the Information and Learning Technology goals of the School and take part in
the training activities provided for you by the School.
8. In accordance with School policies, be held responsible for any involvement by yourself or any other user of
your mobile device in activities associated with accessing inappropriate or illegal materials.
9. Bring your nominated, configured mobile device to school with you every day in 2011 and 2012.
10. Should loss, theft or damage occur, you are responsible for providing a replacement mobile device. This new
nominated device must be reported to the ILT department and configured for use at School.
PLC Community Handbook 2012
Laptop Programme Sect-8-9

14 McNeil Street Peppermint Grove WA 6011
IPOD TOUCH AGREEMENT - STUDENT
This Agreement is between
Presbyterian Ladies’ College, Perth
and ___________________________________________________________ (you).
(name of student)
For the purpose of this agreement, “you”, “your”, and “yours” refers to the individual student who has signed this
contract and “the School” refers to Presbyterian Ladies’ College, Perth.
The following are the conditions under which you accept the provision of an iPod Touch for your use from
Presbyterian Ladies College. This agreement will start on receipt of the iPod Touch from the School.
Under this agreement, the School will:
1. Provide an iPod Touch for your sole use while you are a permanent student at the School. The iPod Touch is
for schoolwork use. You are encouraged to use it outside school hours; however, it is solely for your use, and not
intended for use by other students, family members, or any other person.
2. Set up the iPod Touch to enable you to connect to and make effective use of the School network.
3. Plan and manage the integration of iPod Touches into the School environment, and provide the training required
to enable you to use the iPod Touch effectively in your study.
Under this agreement, you will:
4. Use the iPod Touch for the purposes it was provided and abide by the School’s expectations of student conduct,
as outlined in the Acceptable Use Policy.
5. Provide suitable care and security of the iPod Touch at all times and immediately report any damage or loss of
the iPod Touch to the School.
6. Be prepared to cover the cost of repair or replacement of the iPod Touch if damaged or lost.
7. Make a commitment to achieving the Information and Learning Technology goals of the School and take part in
the training activities provided for you by the School.
8. In accordance with School policies, be held responsible for any involvement by yourself or any other user of
your iPod Touch in activities associated with accessing inappropriate or illegal materials.
9. Take ownership of this iPod Touch and consider contacting your insurer to include this iPod Touch under your
Home & Contents Insurance to cover loss or theft.
10. Bring your PLC-provided iPod Touch to school with you every day in 2011 and 2012.
Should theft occur, the incident must be reported to Police, and the report number and a copy of the report
lodged with PLC.
PLC Community Handbook 2012
Laptop Programme Sect-8-10

PASTORAL CARE – MIDDLE AND SENIOR SCHOOL
At PLC, pastoral care is integral to the life of the School. Students are considered as individuals with individual needs
and flexibility is a key feature of our approach.
The Pastoral Care System
• The School is divided into Senior School (Years 10-12) and Middle School (Years 7-9).
• There are Year Co-ordinators in each of Years 7 to 12. In Years 8 and 9, each Tutor Group is split in half so
that the pastoral needs of every girl are met. Tutors are available to advise and help students when the need
arises. It is expected that students in the upper years will assist new students to adjust to their new school.
The Pastoral Care Team consists of:
• The Head of Middle School and the Head of Senior School, who have specific responsibilities in the areas
of pastoral care, monitoring academic progress and student activities in the Middle and Senior Schools
respectively.
• The Year Co-ordinators who assist all girls in their Year and communicate with parents about matters
pertaining specifically to their Year. They should be the first point of contact if parents have any queries.
• The House Tutor who meets his/her group at least daily.
• The House Advisers who are responsible for the overall functioning of their Houses. They have contact with
all students in their house and help new girls to settle into the School.
• The School Chaplain, who is available for the pastoral care of all members of the School community. She
may be contacted by writing or phoning her at the School during school hours.
• The School Nurses are available to assist girls, parents and staff in any personal health matters.
• The School Counsellors.
Counsellor - Student Contact at PLC
The Junior, Middle and Senior School Counsellors are registered psychologists who work as part of the pastoral
care team to support all students at PLC. The Counsellors will have contact with students through class workshops
and support groups. Middle and Senior School students are encouraged to utilise the Counsellors as an avenue of
individual support for a range of concerns including academic and friendship issues. As part of a shared concern
process, individual students may be approached to support students who are experiencing difficulties. Parents can
contact the relevant Head of School for further clarification of the School Counsellors’ role at PLC.
House Tutor Group (HTG) Pastoral Care Policy
The Year Coordinators rotate from Years 7-9 and Years 10-12 in the Middle and Senior School. Tutors also rotate
within each school. For example, a staff member with a Year 10 HTG will take the same group through until Year 12
and then rotate back to Year 10. Where practical, Heads of Middle School learning areas are given Middle School
tutor groups and Heads of Senior School learning areas are given Senior School tutor groups. This allows for support
in the academic as well as pastoral needs as often the two are intertwined.
Two Tutor teachers are placed in Years 7 and 8 tutor groups to meet the needs of the new girls in the school and where
girls need nurturing and assistance with routines and expectations.
Where possible full-time staff member take on the role of tutor, but part-time staff may undertake these duties as
required. If this is the case, a full-time staff member is placed with a part-time staff member to allow for consistency.
The House Advisors are placed permanently with the Year 12 House Tutor Groups to allow them easy access to the
Year 12 leaders and to allow them the flexibility of visiting other year groups.
PLC Community Handbook 2012
Pastoral Care Sect-9-1

The House System
• There are six Houses - Baird, Carmichael, Ferguson, McNeil, Stewart and Summers. All girls become
members of Houses on joining the School. Preference for a particular House is given to those girls who
have had relatives at the School. In the Middle and Senior School, Year groupings are split into House Tutor
Groups. Members are expected to participate in and/or support all House activities. Each House Tutor Group
may have one or more student representatives.
• Each House has a House Captain and Co-ordinators, who are responsible for organisation of the Sports,
Service and Arts activities of the House. These Year 12 positions are chosen during the previous year. There
are also student leaders in each of the Middle School years. They serve a Semester in this role to allow more
girls to develop their leadership potential. Staff, as well as girls, are members of the House.
• The House Adviser is the member of staff responsible for the House, for its overall functioning, and for the
care, conduct and participation of members in all House activities.
• The Head of Senior School has responsibility for the overall co–ordination of House affairs.
• There is a staff House Co-ordinator for both Arts and Sport.
• Inter-House activities are arranged by the Sports, Arts and Service Co–ordinators, with the object of involving
as many girls as possible.
• In the Middle and Senior Schools, House points are awarded towards a House Emblem, and these are collated
four times each year. These points are awarded by the House Adviser and student officials of each House, in
conjunction with the House Co-ordinators.
Criteria for House Emblems
To obtain an House Emblem new students entering the School have to earn:
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
34 points
30 points
24 points
18 points
12 points
6 points
Once a students obtains her House Emblem, they have to earn a second lot of 30 points to get their House Distinction
and a third lot of 40 points to obtain a House Honours.
Year 7s and 8s do not get points for activities held during school time.
(ie Volleyball, Cricket, inter-house debating, etc)
House Points
Inter-house Arts Activities
Debating 1 point for participation in Round 1
1 point for participation in Round 2
1 point for participation in Round 3
Public Speaking 1 point for participation in Round 1
1 point for participation in Round 2
1 point for participation in Round 3
Maximum of 3 points for a student entering the 3 rounds
Comedy Sports Cheerleaders 1 point
Actors 2 points
PLC Community Handbook 2012
Pastoral Care Sect-9-2

Arts Day
Choir
Creative Arts
Performing Arts
2 points for participation
2 points for conductor
2 points for accompanist
1 point for participation
2 points for participation in 3 or more sections
1 point for participation
2 points for participation in 3 or more sections
Inter-house Sports Activities
Swimming
Diving
Athletics
Other Sports
1 point for participation in 1 or 2 events
2 points for 3 or more events
2 points for participation
1 point for participation in 1 or 2 events
2 points for 3 or more events
Such as Netball, Tennis, Volleyball etc 1 point
PLC Community Handbook 2012
Pastoral Care Sect-9-3

DAY TO DAY PROCEDURES
SCHOOL RULES AND PROCEDURES
Rules and regulations provide for the responsible organisation of the School. In addition to observing rules,
members of the School should always have consideration for others and should try to conduct themselves and their
activities in a manner which is in keeping with Christian principles. Good standards of behaviour, courtesy and
appearance are requested and expected from everyone.
Parents of Middle and Senior School students are asked to notify the relevant Student and Community Services’
office by 9.00 am if a student is to be absent during the day. If notification has not been received, the Office will
contact the parent of a student who is absent, between 9.00 am and 11.00 am. Junior School parents should contact
the Junior School Office.
In addition, all absences from School must be accounted for by a note from a student’s parent or guardian. These
notes, including those from the Boarding House, are to be brought to the School on the day of the student’s return
and placed in the box outside the Student and Community Services’ Office or handed in to the Junior School Office.
Teachers are regularly on duty from 8.15 am to 3.45 pm. Staff who require students to be at School earlier or later
than these times will be responsible for them, but apart from this, the School’s responsibility for children at the
School is for the stated times only.
MIDDLE AND SENIOR SCHOOLS: YEARS 7 TO 12
The School Day
• School hours are 8.35 am - 3.25 pm. Students arriving late to School, after 8.30 am, must go immediately to
Student and Community Services’ Office to sign in. Students should be at School by at least 8.20 am. If a
student is late they must have a parent sign them in, phone, fax or email Student and Community Services.
• Students leaving the School during the day must sign out and on their return sign in at the Student and
Community Services’ Office. In the Middle School, students must be signed out personally by their parents.
Senior School students may be signed out by their parents or sign out themselves with written parental
permission in the form of a note, fax (9424 6466), email (studentservices@plc.wa.edu.au) or phone call
(9424 6494). Year 12 students who have their parents’ permission are able to leave School during Study
Periods. On these occasions, Year 12 students are required to sign out at the Senior School Office.
• Any student who is not sufficiently well to remain in class should ask the class teacher for permission to
report to Student Services where they will be given a slip for the Health Centre. In case of accidents at
School, the School Nurse must be consulted and the relevant Head of School notified.
• Students must move to lessons without delay.
• It is considered a serious offence to be absent from lessons without a valid reason. The teacher notes
absentees. Parents of girls who absent themselves without valid reason will be notified.
Personal Belongings
• Every student is allocated a locker, with a combination lock. This must be kept locked at all times.
• Students may not go to lockers during lesson time without staff permission.
• All belongings must be in lockers or bags. Middle School students’ bags must be stored inside their
lockers. Senior School bags must be neatly stowed adjacent to the student’s locker or on the racks provided,
otherwise they may be confiscated. Bags must not be taken to or into classrooms.
• All students are responsible for the care of their own belongings. All belongings must be named. Large
sums of money should be given to the Senior School or Middle School Reception for safekeeping.
Valuables, especially laptops, must be locked in lockers during the school day. Laptop computers must not
be left in lockers overnight. Girls may book their laptop into the Technology Centre for safe keeping at
anytime and especially overnight.
• Any lost property should be handed in to the Student and Community Services Office.
• No student has the right to open another girl’s bag or locker or borrow belongings without her permission.
This is stealing and is a serious offence. Students and parents should be aware that the School reserves the
right to institute a search of student areas if there is any cause for concern within the School.
PLC Community Handbook 2012
Day to Day Procedures Sect-10-1

Behaviour
Students should behave considerately at all times. Areas of particular importance are:
• Attitude towards staff and fellow students.
• Co-operation in the smooth running of the School.
• Care for the physical appearance of the School.
• Language which conveys respect for others.
Smoking, drinking alcohol and the use of illegal drugs are prohibited. PLC is a smoke-free zone.
Disciplinary Procedures
Simple routine procedures exist to allow and encourage the smooth running of the School community.
Explanation of Penalties
Students may be put on Lunch Duty for the following infringements:
• Lateness to HTG and for class.
• Incorrect uniform during the School day and in assembly.
Lunch Duty involves reporting to the teacher on duty at 1.15 pm and cleaning up the grounds.
Students may be put on After School Duty for the following infringements:
• Uniform offences before and after school (hats, berets etc).
After School Duty involves reporting to the teacher on duty at the back of the Staffroom at 3.25 pm and clearing up
the School grounds until 3.40 pm.
Detention
Student reports to Middle or Senior School Office at 3.30 pm on the nominated day and remains until 4.30 pm. This
duty may be given for non–compliance with any aspect of the School rules. The student is informed that she has
been given a Detention and given the reason. A letter is sent to parents informing them of their daughter’s obligation
to attend on the required day.
Saturday Morning Detention
A Saturday Morning Detention is given for serious or repeated offences.
Suspension and Expulsion
These are penalties for students who commit very serious offences or who fail to respond to other disciplinary
procedures.
Withdrawal of E-mail privileges
This occurs at the discretion of Heads of Schools when students use inappropriate language and/or for excessive or
inappropriate use in the classroom.
Appearance and Behaviour In Public
Rules and information concerning behaviour and appearance apply not only to what happens in School, but also in
public.
Students are strongly encouraged to take pride in themselves and to remember that judgements are made about them
and the School based on their behaviour, appearance and manners.
Attendance At School
All students are expected to be present at School for the entirety of each Term. This includes Speech Night. No
student has permission to take time out of School at the beginning, during, or at the end of a Term for recreational
purposes and our policy is not to provide schoolwork. Missed assessments will incur a zero score. Requests for leave
in extenuating circumstances should be forwarded in writing to the relevant Head of School. International students
are required to attend at least 80% of the scheduled course contact hours as part of student visa requirements.
PLC Community Handbook 2012
Day to Day Procedures Sect-10-2

After School Care
After School Care is available to all students from Pre-Primary to Year 6 either on a permanent or a casual basis.
It operates from 3.00 pm to 6.00 pm from Monday to Friday during Term time. Please contact the Junior School
Office.
A Holiday Care Programme is offered during each of the holidays. Please contact After School Care or the Junior
School office for details.
Timetable of the School
The College operates on a ten-day cyclic timetable, published in advance. This timetable provides fair and equal
distribution of time to each subject as holidays and other special activities are accommodated within its framework.
The Junior School follows the same ten-day cycle as the Senior School, but has different arrangements and times for
Assembly and other activities.
A daily newsletter is available in the Middle School and Senior School at 8.30 am each morning. (See PLC Portal).
The newsletter PLC Links is available fortnightly and Junior School Links available weekly on the PLC website
www.plc.wa.edu.au
The Nisbet Dods Library Resource Centre
The Middle and Senior School Library and Information Centre is a user-friendly environment which enriches and
supports the PLC community. Learning opportunities, areas, resources and other facilities are available to meet the
literature and information needs of both individuals and groups of users.
For your use, the Centre is open and staffed:
Monday 7.45 am – 5.30 pm
Tuesday 7.45 am – 7.00 pm
Wednesday 7.45 am – 5.30 pm
Thursday 7.45 am – 7.00 pm
Friday 7.45 am – 3.45 pm
Students are asked to use their student number or their Transperth concession card when booking resources.
Travel To and From School
Students travelling to School by bus or train should cross Stirling Highway at the corner of McNeil Street, where
a crosswalk attendant is on duty each morning (8.15 am - 9.00 am) and afternoon (3.15 pm - 4.00 pm). Students
crossing View Street must cross at the designated area. Students are discouraged from using the laneway from
Stirling Highway to the School. No responsibility can be taken to ensure the safety of students if they do not cross
Stirling Highway at the attended crossing.
Cyclists - the wearing of approved helmets is compulsory. Students are expected to ride carefully at all times and to
obey the rules of the road. Bicycle racks are located at the rear of the Music Centre. All bicycles are to be parked in
the racks provided and are not to be used without the permission of the owner.
Since 2009 PLC students are not permitted to drive cars to or from School. The reasons for this decision include
student safety, duty of care and lack of parking facilities.
Students are not to leave the School by car during the School day without specific permission from the Principal or
Head of the Senior School.
Bus Services
For the convenience of students travelling by bus to and from School using Public transport, Transperth bus routes
and timetables are available on the Transperth website (www.transpert.wa.gov.au).
The college provides a bus service from Cottesloe Train Station to PLC each morning departing at 8.30 am. Students
must carry their Student Concession Cards with them at all times if using public transport.
PLC Community Handbook 2012
Day to Day Procedures Sect-10-3

South of the River Bus Service
The College has a dedicated private bus service beginning from the Melville Library (adjacent to Garden City
Booragoon) to the College, with an afternoon return.
The service will cost $2.20 each way for those students embarking and disembarking south of Stirling Bridge and
$1.10 for students embarking and disembarking north of Stirling Bridge. Bus passes are available with 25 trips and
will be charged to your School account. Bus passes are available from Middle and Senior School Student Services,
Junior School Reception and Accounts in Scorgie House.
A flyer with more information and a map of the bus route with a list of pick-up stops and indicative times is
available from the PLC website www.plc.wa.edu.au.
Lost Property
Lost Property is taken to each Student and Community Services Office from where it may be claimed. Named
property is stored in Year boxes and students are encouraged to check the box themselves. Lost property will also be
returned to students at Year Meetings. Clear naming of all student property is essential.
The Junior School runs its own Lost Property service. Enquiries should be made to the Junior School Office.
Parking
To minimise road traffic congestion and traffic hazards, co-operation is requested from parents:
• Please avoid long-term street parking near the Junior School.
• Please comply with the restricted parking notices in View and McNeil Streets.
• Cars must never be left unattended in pick-up zones in the Senior School, Middle School, Junior School,
Boarding House and Kindergarten. Please move on without delay.
• Student parking is available on-site.
• Please use the School oval parking option for School functions whenever it is offered.
CAFETERIA
The Senior and Middle School cafeteria serves nutritious and wholesome foods, prepared in the kitchen by a
qualified chef and food assistants. Parent volunteers are very welcome to help and it also gives an opportunity to
meet other parents in an informal way.
The cafeteria is open from 7.30 am until 1.30 pm, Monday to Friday, serving breakfast, morning tea and lunch.
Lunch orders are available and are accepted until 11.00 am each day.
CLOTHING AND STATIONERY SERVICE
The School Shop is located at 414 Stirling Highway Claremont and provides stationery and all necessary clothing
(both new and used). A Manager and parent volunteers staff the School Shop. It is open from 8.00 am - 1.30 pm on
Wednesday and from 12.30 pm - 4.30 pm on Tuesday and Thursday during the School Term. It is also open the week
prior to School commencing at the start of the year and the Monday at the beginning of each Term.
NB Items that are regularly required by students (such as tights and ribbons) are available for purchase from Student
and Community Services in the Middle and Senior School and Junior School Office.
EFTPOS, Visa, Bankcard or Mastercard facilities are available.
Purchases may be put on Account with parents’ permission. Permission slips are available from the School Shop.
Used articles of School uniform are stocked and priced according to their condition. Articles of uniform submitted
for sale must have been washed or dry-cleaned and in good condition and be a current piece of the uniform.
The purchase of any clothing for School purposes must be organised through the School Shop.
PLC Community Handbook 2012
Day to Day Procedures Sect-10-4

Second -Hand Books
A second-hand textbook system for Middle and Senior Schools is operated by a sub–committee of the PLC
Auxiliary at the end of the year. Arrangements for the purchasing of textbooks will be made known during the year.
In the Junior School, books are supplied in personalised book bags organised by the Junior School and the
booksellers. These are available from the Junior School on a designated date and purchased on that day.
UNIFORM REQUIREMENTS
Senior and Middle School
Summer Uniform
• PLC Panama
• white ribbon, white scrunchies, white headbands
or clips
• white blouse (crested)
• PLC jumper
• PLC blazer
• PLC skirt
• white ankle length socks
• plain black lace-up shoes
Winter Uniform
• PLC beret (optional)
• navy blue or Black Watch tartan ribbons,
scrunchies or navy blue or black headbands or clips
• white overblouse (crested)
• PLC tie (optional)
• PLC jumper
• PLC blazer
• PLC skirt
• black stockings
• plain black lace-up shoes
• scarf (if worn) - Black Watch tartan
• gloves (if worn) - navy blue
Throughout the year, if warmth is required at a formal occasion or function, blazers must be worn as the outer
garment in public. Scarves and gloves are not compulsory.
On all public occasions including walking in streets and shops and on public transport (including ‘special’ buses),
students are to wear the panama in summer. Cyclists, who must wear helmets when cycling, should carry the helmet
when walking or in shops.
Sports Uniform
• white knit shirt with collar
• Official House T-shirt
• tartan sports kilt with athletic briefs or navy PLC shorts
• white socks
• predominantly white sport shoes (no black soles)
• PLC Tracksuit
• PLC striped Rugby jumper
• navy nylon sports bag or navy cotton gym bag with drawstring top
• PLC bathers and cap
• PLC white sports hat
All uniform and stationery requirements are available from the School Shop.
For Inter-School Sports uniform, please refer to Co-Curricular sport.
With the exception of Years 1 – 3, Sports uniform may be worn:
• to School, only if playing sport before School
• from School, only if playing sport after School
• at School only during PE lessons and during sport
Hair longer than the collar must be tied back. Hair must not be allowed to hang over the face.
PLC Community Handbook 2012
Day to Day Procedures Sect-10-5

It is not acceptable to wear:
• Flat fasteners in colours other than white in summer, navy blue and black in winter. Spring clips are not
acceptable.
• Makeup or nail polish.
• Girls and parents are asked to give full co-operation to this requirement. Any jewellery worn is liable to
be confiscated. No responsibility for confiscated property will be taken by the School. If ears are pierced,
matching sleepers or very small simple studs in plain silver, plain gold or pearl may be worn, one only in
the lobe of each ear.
• Hair colour that is distracting from the uniform.
Crested School backpacks are available at the School Shop and their use is encouraged. Navy, dark green, dark grey
and black standard school bags are also acceptable but bags with logos are not. A sports bag is also available for
carrying the Sports uniform.
HEALTH CENTRE
The Health Centre provides a supportive primary health service for the school community. This is achieved through
an age appropriate multi-disciplinary framework, which is consistent with the philosophy of self-care, health
promotion and personal responsibility for health and safety. Students are also encouraged to use the Health Centre as
a learning resource.
The centre is staffed with experienced nurses registered with the Nurses Board of Western Australia. It is open on
school days from 8.00 am to 5.00 pm. Except in an emergency, day students are encouraged to attend the Health
Centre after 8.30 am as the first part of the day is the boarders’ clinic. Further details and health information can be
accessed at the Health Centre site on the PLC Intranet.
Confidentiality
All students who present to the Nurse are assessed and treated within a confidential environment. If further nonurgent
medical attention is required, parents will be advised on the day, either by telephone or in writing.
Confidential information is only passed on to others in the situation where the welfare of the student may be
compromised or put at risk. In this instance an appropriate referral is made and parents are contacted. Please refer to
PLC Privacy Policy for more details.
Medication
Please refer to Policies, Procedures and Guidelines Section 6-20 regarding the keeping and administration of
medication at school.
Chronic Illness
The Health Centre also offers students with any chronic illness a place to rest at intervals throughout the school day.
This avoids the necessity of long absences from school. Parents with students who have special health concerns are
encouraged to contact the Health Centre, to enable access to all the care and support available.
Any parent, who does not wish their child to participate in sporting activities due to an existing health condition,
should notify the Health Centre and Physical Education Department in writing.
PLC Community Handbook 2012
Day to Day Procedures Sect-10-6

ADMINISTRATION
Registration Fee
A non-refundable registration fee of $110 including GST shall be lodged with each application for admission.
Notification of Acceptance
As applications for admission are received, names are placed on the waiting list. Parents will be formally notified of
acceptance of the students at least twelve months prior to the date of enrolment or such earlier date as determined by
the School.
Acceptance Fee
A non-refundable acceptance fee is payable at the time the acceptance is received by the School. For boys entering
Pre-Kindergarten, Kindergarten and Pre-Primary, the fee is $1,000. For girls entering the College the fee is $4,030.
For second sisters attending the College at the same time, the Acceptance fee is reduced by half. Subsequent sisters pay
no acceptance fee if they are attending at the same time. A Re-enrolment Fee enquivalent to 50% of the Acceptance
Fee is payable for a student re-entering the school after withdrawal
The Acceptance Fee and Re-enrolment Fee shall be deposited into the College’s Foundation.
Notice of Withdrawal
One school term’s notice in writing must be given to the Principal before the withdrawal of a girl from the School.
Failure to give such notice will render parents or guardians liable for fees equivalent to 25% of the annual fee in lieu.
In the event of withdrawal of a student from the Boarding House during the year, unbilled boarding fees for the
remainder of the year are payable unless previous arrangements have been made with the School.
Discontinuance from music lessons can only be made from the commencement of a term. One school term’s notice
must be given in writing prior to the effective date of withdrawal.
Fees
Fees are charged on an annual basis and are payable in four instalments except for Year 12 tuition and boarding fees,
which are billed in three instalments. Instalments of the fees and expenses are due and payable on the first day of each
Term.
Methods Of Payment
In Person Please present your statement at the Accounts Department located in Scorgie House between 8.00
am and 4.00 pm weekdays.
By Mail Please detach the payment advice on your statement and return it together with your cheque made
payable to Presbyterian Ladies’ College.
BPay Contact your participating bank, credit union or building society to make a payment from your
cheque, savings or credit card account. Quote Biller Code 75663 and your customer reference
number.
Account Enquiries: +618 9424 6417
A late payment penalty of $150 will be charged on accounts not paid within fourteen days unless previous arrangements
have been made with the Accountant for deferred payment. Costs incurred in the collection of overdue fees will be
charged to your account.
Remission of fees because of absence due to illness or any other cause will only be made in exceptional circumstances
at the discretion of the Principal.
Applications to participate in PLC-organised tours may not be accepted unless all School fees have been paid.
PLC Community Handbook 2012
Administration Sect-11-1

Concessions
The following concessions are allowed from tuition fees:
• 2.5% provided the full year’s fees are paid within fourteen days of the commencement of the first School
term.
• 5% for the second and subsequent sister attending at the same time provided all accounts are paid on time.
This concession is not available on boarding fees.
Tuition fees for 2013 may be paid in advance at the rate applicable in 2012 plus 2.5%.
Any other full year’s fees paid in advance will be charged at the rate current at the date of payment plus 2.5% plus a
cumulative escalation of 5% per annum.
The Acceptance fee for a child and grandchild of a financial member of the PLC Old Collegians’ Association will be
discounted by 10%.
Overseas Students
Special business conditions apply to full-fee paying overseas students.
Guardians
Overseas parents and those from remote parts of Australia are required to arrange a local guardian in Perth for their
daughter. The guardian is responsible for caring for the child during leave and vacations and is also someone whom
the School can contact in an emergency.
Travel
The State Government finances four return airfares per year for boarding students whose homes are outside a designated
area. Travelling arrangements for these students are handled by the School and enquiries should be addressed to the
Co-Directors of Boarding.
Change of Address
Parents and guardians are asked to notify the main School Office immediately if they change their address, telephone
number or email address.
Scholarships
Entrance Scholarships are awarded annually by the School. Parents in difficult financial circumstances are invited to
discuss the difficulty with the Principal or the School Accountant as some arrangement in regard to the payment of
fees may be possible.
Old Collegians’ Association Awards
The Old Collegians’ Association provides the Vera Summers Award, tenable in Year 11, the Olive Cusack Award,
tenable in Year 10, and the Heather Barr Award, tenable in Year 12. Girls who are daughters or granddaughters of
financial members of the Old Collegians’ Association, are eligible to apply for the first two bursaries. The Heather Barr
Bursary is open to any girl in Year 11.
Parents’ Committee Scholarships
The Parents’ Committee provides two scholarships each year: one to a student going into Year 9 and one to a student
going into Year 11.
Assistance for Isolated Children
The School can provide an Information Package on eligibility and procedure. This is an allowance designed to assist
PLC Community Handbook 2012
Administration Sect-11-2

those children who, because of the geographic isolation of their homes, do not have reasonable access to a government
school offering courses of appropriate level, ie Primary and Secondary. Forms are available from Centrelink.
Information concerning Austudy for girls in Years 11 and 12 may be obtained from the Regional Director, Department
of Employment, Education and Training, 263 Adelaide Terrace, Perth, WA 6000 (Telephone (08) 9425 4699).
State Government Assistance
A number of scholarships, bursaries and other forms of assistance may be available from the Ministry of Education
of Western Australia.
Further information may be obtained by contacting the Education Department, 151 Royal Street, East Perth, WA
6000.
Child Care Cash Rebate Scheme
Registered families may be eligible to claim a partial rebate of kindergarten, pre-primary and after school care fees
under this scheme. Further information may be obtained from the Family Assistance Office on 136 150.
Insurance
Parents are strongly advised to arrange twenty-four hour cover for accident insurance for their children, and also for
their children’s belongings at School.
The College has purchased a limited Personal Accident Policy covering all students 24 hours per day 365 days per year
including non-student activities. Benefits are of a capital nature.
Students’ personal property is insured to a limited extent by the School against loss or damage. However, most
householders’ policies give a limited cover for the property of a householder and dependants while the property is
temporarily removed from the home to another location. Parents are advised to examine their policies and, if in doubt,
check with their insurance company.
The liability of parents (or others) using private vehicles for the transport of students whether on behalf of the College
or otherwise, for death or bodily injury to students, is insured under the statutory motor vehicle third party insurance
issued with the licence of the vehicle.
The liability of the parents (or others) for third party property damage whilst transporting students is insurable under
Section 2 of the motor vehicle policy, provided there is such a policy held by the parents. Owners or drivers should
be aware of the exclusions of cover specified in the policies (eg unlicensed drivers, vehicle driven in an unsafe or
damaged condition.)
Other Charges
Other charges such as uniforms, text materials and optional activities may from time to time be charged to accounts.
These items may include GST.
Variation of Business Conditions
The Council reserves the right to vary its business conditions from time to time. Such current conditions or variations
shall be outlined in each year’s Fee Schedule or notified from time to time.
PLC Community Handbook 2012
Administration Sect-11-3

BOARDING HOUSE
Welcome
At PLC, through caring, committed and friendly staff, we aim to create a welcoming atmosphere that is warm and
inclusive. The staff employed at the PLC Boarding House are from a range of professional backgrounds and work as
a team to ensure the safety, well-being and happiness of our Boarders.
Students who reside at PLC come from many parts of Western Australia, Australia and Overseas. The girls bring a
wealth of cultural and family backgrounds to our community and we value and celebrate these individual differences.
Belonging to this home away from home aims to teach girls to live together harmoniously and to always be respectful
of one another.
Boarding at PLC is a wonderful opportunity. The girls who gain the most from this experience are girls who become
fully engaged in the life of the Boarding House. There is so much on offer and girls are encouraged to participate in
a wide range of sporting, artistic, academic and social activities.
This handbook outlines the day-to-day procedures and guidelines. Such procedures are in place to ensure that large
numbers of girls can live together cooperatively. All information relevant to Boarding at PLC is contained within this
Handbook.
Please ensure that both you and your daughters have read the handbook. As parents, we would welcome your support
in the PLC Boarding Community.
We welcome your family to ours.
Leanne and Malcolm McTavish
Co - Directors of Boarding
PLC Community Handbook 2012
Boarding House Sect 12

Aims
The aims of the Boarding House are complementary to those of the School and to family values and experience.
Specifically the PLC Boarding House aims to:
• Encourage students to accept boarding as an enriching and positive experience
• Assist with the physical, intellectual, social, spiritual and emotional development of the girls.
• Make a positive contribution to the whole School community by encouraging participation.
• Ensure the well-being and safety of the girls in our care.
• Maintain an environment that encourages and enables academic achievement.
• Find ways of teaching independence, tolerance, respect for others and worthwhile life skills.
Achieving these Aims
• The Co-Directors of Boarding and Boarding House Staff live within the Boarding House Community.
• The Leadership Team of the Boarding House works closely with the Principal, School Counsellors, Health
Centre Nurses, Year Coordinators and School Chaplain.
• Staff view communication with Boarding House families as vital. Links are maintained via telephone,
email, fax, newsletters, BH Wikis and through Friends of Boarding Meetings and the Principal’s weekly on-line Links
newsletter each Friday.
• The Co-Directors maintain a strong relationship with other Heads of Boarding in WA. This network offers
regular meetings and professional development.
• There exists well-structured Boarding House Policy and Procedure that encourages consideration of others
with regard to behaviour, care of belongings and respect of the environment.
In the day-to-day care of the girls, the priorities of the staff are to:
• Have a supportive and warm relationship with the girls.
• Maintain fair and consistent discipline.
• Support and comfort girls during times of homesickness, stress at School, friendship conflicts, health
problems and other concerns that might affect teenage girls.
• Show respect for the diverse cultural backgrounds of the boarders in our care.
• Respect the privacy of the girls.
• Ensure all girls are able to reach academic potential by fostering an appropriate learning environment.
• Ensure girls are able to participate in a range of out of school activities that provide opportunities for many
different interests.
• Promote learning across a range of social and life skills.
The staff take responsibility for:
• The day-to-day care and safety of the girls
• Supervision and assistance of homework and study
• Assisting with the organisation and supervision of activities for the boarders
• Coordinating the leave and travel arrangements for all girls
• Supporting the girls in taking responsibility for their health and personal hygiene.
Boarding House Staff
The Boarding House is staffed with the following structure:
Directors of Boarding
Malcolm McTavish
Leanne McTavish
0407 382 540 0438 977 763
9424 6426 9424 6426
mmctavish@plc.wa.edu.au
lmctavish@plc.wa.edu.au
PLC Community Handbook 2012
Boarding House Sect 12

Senior Leader
Ms Sarah Robey (with husband Mr Jason Edmunds)
Team Managers
Mrs Lee Nugent and Ms Julie Orrock
Supervisors
Kirsty Nugent
Joanna Tugwell
Kate Mugliston
Louisa Smith (weekends)
Administrative Assistant
Ms Sara Harrison
Assistants
Hannah Smith
Claire Burton
Kaitlyn Plyley
Laura Kevan
Sophie Goyder
Jenae Kerr
Sarah Wang
Bus Driver
Mr Paul Stewart
Contacting the Boarding House and Your Daughter
Boarding House Reception
The Boarding House Reception is open from 7.00am to 12.30pm and then from 3.00pm to 10.00pm (weekdays).
The reception is staffed all weekend.
Alternatively, voice messages can be left on the office phone.
Boarders cannot make or accept personal calls at reception. Staff can, however, take messages which will then be
passed to the Boarders.
Phone Number (08) 9424 6423
Fax Number (08) 9424 6495
Email
Postal Address
boardinghouse@plc.wa.edu.au
Student Name
C/- PLC Boarding House
P O Box 126
Cottesloe WA 6911
Blue Phone Boarders can be contacted on the Blue Phone in the Upper BSR. The number for this phone is (08)
9384 7267.
PLC Community Handbook 2012
Boarding House Sect 12

Internet Access in the Boarding House
• The Boarding House has wireless internet access by which girls can access the internet from their school
laptop throughout the building
• Girls in Year 7 – 9 must access the Internet in a common area of the Boarding House and be visible to Staff.
• Girls in all years will have Internet access switched off at bedtime. Internet access across other times will be
limited.
• All girls in the Boarding House are bound by the School Acceptable Use Policy: Network, Internet and
Software, agreed upon when they sign their laptop contract (refer Section 8 – 8 of the Community Handbook). The
school conducts random laptop audits and breaches of the contract are considered very serious. In 2012, Year 12
students will carry an ITouch with access to the school network. These girls are bound by the same terms of acceptable
use as for their laptop.
• Boarders in younger years who own an ITouch or IPhone will not be able to access the school network.
Mobile Phones
• Boarders may have one personal mobile phone. The Boarding House must have a record of the contact
number for this phone.
• PLC takes no responsibility for lost, stolen or damaged phones. Boarders should take responsibility to ensure
that their phones are secure at all times.
• Mobile phones must be not be used during the school day, in the dining room, during prep time or after lights
out.
• Girls in Years 7 – 9 are required to hand in their mobile phone at bedtime.
• Misuse of mobile phones will result in their confiscation for a period of time commensurate with the offence.
• Mobile phones belonging to girls in Year 10 – 12 can be collected at night at the discretion of Boarding House
staff.
• Parents will be notified of continued inappropriate misuse of mobile phones.
• As with the use of all telephones, appropriate etiquette is encouraged and students will be required to be
polite and give consideration to others in answering and using mobile phones.
Daily Routine
School Days
6.45am
7.00am – 7.45am
7.00am – 8.20am
Rising Bell
Breakfast
Tidying of Rooms, Room Inspections and Preparation for School
The Boarding House is closed to Boarders until 3.20pm
3.25pm School finishes and afternoon tea is served in the Dining Room
3.30pm – 5.30pm After School Activities
5.30pm – 6.15pm Dinner
6.30pm onwards Prep Time (Homework)
Prep
Prep is completed in the Boarding House on Monday – Thursday. Year Sevens and Eights complete Prep in the Dining
Room, while all other Boarders work in their rooms.
Year 7, 8 6.30 pm – 8.00 pm (Supper @ 8.00pm)
Year 9 6.30 pm – 8.30 pm (Supper @ 8.30pm)
Year 10 6.30 pm – 8.30 pm (Supper @ 8.30pm)
Year 11 6.30 pm – 9.30 pm (Supper @ 8.00pm)
Year 12 6.30 pm – 9.30 pm (Supper @ 8.00pm)
• Year 11 and Year 12 girls should return to their desks after a 15-minute break for supper.
• On Sunday night Boarding House Staff supervise a quiet time in the Boarding House. This runs from 6.30pm
– 8.00pm and is intended to provide time for the girls to prepare for the week ahead.
PLC Community Handbook 2012
Boarding House Sect 12

Prep Rules
1. All Boarders are to commence Prep at 6.30pm.
2. There is to be no movement.
3. Doors must be open.
4. Music is only permitted with Headphones.
5. Mobile phones are not to be used during Prep.
6. Prep should be done at Boarders’ desks.
7. No showers are to be taken during Prep.
8. Linen changes or washing is NOT permitted during Prep.
9. No girls are permitted in their Convo areas
Music Practice and Group Work
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Before 6.30pm and after 7.30pm
Before 6.30pm and after 7.30pm
Before 6.30pm and after 8.00pm
Before 6.30pm and after 8.00pm
Before 6.30pm and after 8.15pm
Before 6.30pm and after 8.15pm
Group work should be completed in the Dining Room or Upper BSR. Group work should still be completed quietly
and not disturb those doing prep or private tuition lessons.
Music practice can also be done before school.
Bed Times and Lights Out Times
What must happen at Bed Time
1. 15 minutes of reading or music through headphones on your bed.
2. No phones or computers.
3. All other “chores” are to be completed before bedtime.
Bedtime may be extended by 30 minutes on both Friday and Saturday at the discretion of the Boarding House
Leadership Team.
PLC Community Handbook 2012
Boarding House Sect 12

Requirements
What to bring to the Boarding House
Please keep belongings to a minimum
Every item brought to the Boarding House must be clearly and permanently marked.
Please keep an inventory of personal belongings and insure items of value. A locked safe is provided to all boarders
to store valuables.
Linen
Clothing
Doona
Doona Cover
Pillow
Pillow Slips
Beach Towel
Woollen Blanket
Casual clothes including jeans, shorts,
T-Shirts, tracksuits and jumpers.
Two good outfits for social occasions
Underwear including bras and underpants
Sleepwear and Dressing Gown
Socks
Bathers in the warmer months
Weatherproof jacket
Shoes
Slippers or Ugg Boots
Rubber thongs
Sport shoes
Dress shoes
Other Items
Washing basket
Laundry bag
Pegs
Laundry powder or liquid
Napisan (for whitening school shirts)
Coat hangers (including skirt hangers)
Shoe cleaning kit
Hat
Small alarm clock or clock radio
Mug
Water Bottle
Individual crockery/cutlery (optional)
Photos
Items to personalise one’s room
Address book
Stamps
Tupperware container to store food
Laundry marker
PLC Community Handbook 2012
Boarding House Sect 12

Toiletries
Do Not Bring
Soap
Toothpaste and toothbrush
Deodorant
Sunscreen
Shampoo and conditioner
Sanitary requirements
Nit comb
Hairbrush
Television
Electric blankets
Heaters
Toasters
Kettles
General Information
Banking and Money
Parents can choose to either give daughters their own personal bank debit card or to utilise the Boarding House pocket
money service.
Most of the major banks have ATM machines in Napoleon Street Cottesloe, which is within walking distance of the
Boarding House.
Alternatively, an amount of money can be left with the school and then withdrawn from each week. The Boarding
House Administrative Assistant operates this service. Girls must request money each Monday, which would then be
available for collection on Thursday.
Suggested Spending Money:
$100 - $200 per term
Dry Cleaning
Girls requiring items to be dry cleaned can leave these at reception. These can usually be returned by the end of the
same week. The cost on each occasion will be charged to the family school account.
Friends Of Boarding
The Friends of Boarding meet at 7.30 pm on the first Monday of each term. This group is open to all members of the
PLC Boarding Community and is an opportunity for parents to meet directly with staff to discuss matters related to
the Boarding House.
The Friends of Boarding coordinate one major fundraising activity each year. This has traditionally been the “Boarders’
Market” held on the last day of third term. Funds raised contribute to Boarding House projects.
Linen
The Boarding House provides sheets, pillowcases, towels and mattress protectors. These are sent to a commercial
laundry for cleaning each week.
PLC Community Handbook 2012
Boarding House Sect 12

Mid-Term Breaks
During mid term breaks in Terms 1, 2 and 3 the Boarding House is closed from Thursday night. Students must find
alternative arrangements for accommodation for these weekends. Boarders may return to the Boarding House from
3.00 pm on the following Monday.
Room Changes
The Year 7 and 8 Boarders are moved each term to allow them the opportunity to get to know their whole year group.
Girls in other year groups move at the end of each semester. Room allocations are done by the Leadership Team taking
into account girl’s own preferences, consideration for new boarders, previous room allocations, early morning rowers
and other individual needs.
Sporting Fixtures
The PLC Boarding House is affiliated with the following sporting clubs:
• Cottesloe Tennis Club
• A local Netball Club
• Wolves Hockey Club
We are able to transport girls to training and fixtures for teams playing for these clubs. We encourage the Boarders to
get involved in these opportunities for weekend sporting activity.
Girls who wish to join other clubs will have to make alternative arrangements for transport.
Transport
The PLC Boarding House employs the services of a bus driver who drives to Boarding House sporting fixtures and
activities on weekends. Your daughter will also be taken to and collected from the airport, train or bus terminal at the
beginning and end of term and for mid – term breaks should your family require.
A driver is also available two afternoons a week (generally Tuesday and Thursday) for the purpose of medical
appointments. This service is restricted to practices within the local area and limited to approximately a 10km radius
from the school.
Travel
Parents are required to book their own daughters travel home by plane, train or bus and then notify the Boarding House
of the details.
The Boarding House will only book in the instance where subsidies are involved through Abstudy or Department of
Planning and Infrastructure.
Visitors
Parents and immediate family members are very welcome to visit the Boarding House. Visiting family are invited to
join us for dinner in the Dining Room at any time through out the year. We do request that family members observe
the need for Prep and not visit the girls during these times.
All others visitors must report to the duty Team Manager and sign the Visitor’s Book. Boarders must entertain their
visitors in the BSR, Dining Room or the outside quadrangle. Only mothers, grandmothers and sisters may go into the
corridors of the Boarding House.
PLC Community Handbook 2012
Boarding House Sect 12

Wiki
The Boarding House Wiki on iShare is accessible by all Boarding Parents. Instructions will be issued by mail at the
beginning of each year and are available from reception at any time. The Wiki allows parents to:
• Read the latest Boarding House newsletter
• Download Leave Permission forms
• See the weekly calendar of Boarding House Activities
• View photos of what the girls have been up to
The Boarding House Facilities
History
The boarders are accommodated in six wings within the one building.
The dormitory areas are:
• Upper and Lower Finlayson – named after an early Principal of PLC
• Robertson – Mrs Robertson taught at the school and her daughter, Sheila, was a student here. When Mrs
Robertson died she bequeathed money to the school which helped pay for the Boarding House Building
• Murrin, Korrawilla and Allowah (D) – these were the names of the original dormitories when they were
across the road behind Scorgie House (now the Administration area).
Coolawanyah was established in 1988 and now houses the Health Centre and Boarding House Staff Room.
The BSR
This room is for the use of all Boarders and their families. It is a place where Boarders can meet with visitors.
A movie screen, large screen television, pool table, piano and fully equipped kitchen are available for everyone’s use.
The Boarders meet here regularly for their weekly notices and it is also a room where activities like movie night and
karaoke can be enjoyed. We expect the girls to keep the BSR clean at all times and free of personal belongings.
Dormitories
Girls in Year 7 – 11 are accommodated in rooms with two, three or four beds.
Girls in Year 12 are accommodated in rooms with one or two beds.
Each girl’s area contains a wardrobe, chest of drawers, desk, a bed and a safe. Girls are encouraged to bring treasures
from home and photos for their pin up board to personalise their own space.
Lounge Areas
Each wing of the Boarding House has a lounge area (convo). This area has a kitchenette with storage cupboards,
fridge, microwave, sink and kettle.
The girls can watch television in their lounge area, which is also equipped with a DVD player.
PLC Community Handbook 2012
Boarding House Sect 12

Staff Rooms
Boarding Staff at PLC are residential. Their rooms are allocated in wings throughout the Boarding House. This gives
the girls easy access at any time throughout the night should the need arise.
Dining Room
The dining room seats approximately 100. There are a few guidelines for the dining room, which will allow all to eat
together happily. Dress standards are casual with a few exceptions:
• Footwear must be worn at all times.
• Clothing needs to be neat and tidy.
• Good manners are required at all times.
• Mobile phones are not permitted in the dining room.
Dinner is usually at 5.30 pm in one progressive sitting. Late dinners can be ordered if a student is unable to attend at
specified meal times due to an excursion or sporting event.
Lunch on School days is served in the School Cafeteria. Saturday and Sunday lunches are smorgasbord and may be
taken between 11.45 am and 12.30 pm. Packed lunches can be arranged for excursions and lunchtime meetings.
Breakfast is from 6.30 am to 7.45 am on weekdays, 7.30 am to 9.00 am on Saturdays and 8.00 am to 9.45 am on
Sundays. Girls must be dressed in uniform before breakfast on School days unless attending sport training.
The Girls are also provided morning tea, afternoon tea and supper daily.
Laundries
There are three laundries available in the Boarding House. Each is equipped with automatic washing machines, dryers,
irons and clothes airers. Girls are expected to line dry their laundry whenever possible to save electricity and to help
preserve their clothing. They are also expected to wash with their dirty laundry promptly and not leave it lying around
their room or the laundry.
It is helpful if girls have had some assistance learning the skills of washing and ironing before they come to the
Boarding House.
PLC provides a laundry service for school uniforms (skirts and blouses). Those making use of this service should
place items in the tubs provided on a Sunday Night. Washed and ironed uniforms will be returned on Monday night.
To assist running of this service, we ask parents to clearly label all items with a laundry marker.
The Swimming Pool
The swimming pool is available for use by Boarders throughout the year. The pool must be supervised at all times
by non-swimming staff. There must also be two Boarders present who hold a current Bronze Medallion who agree
to sit out of the pool.
Tutoring Rooms
Two tutoring rooms are available to the girls. These rooms can be used for group work or for private tuition.
PLC Community Handbook 2012
Boarding House Sect 12

The Health Care of your Daughter
The School Nurses and Residential Staff are responsible for the boarders’ health during School Term.
If necessary, the Nurse will refer your daughter to other health professionals (eg Physiotherapist, General Practitioner).
Parents will be notified prior to such medical visits. Health Professionals are requested to provide information to the
Health Centre and parents regarding diagnosis and treatment.
All health appointments are to be organised through the Nurse (9424 6432) who can then arrange transport.
Transport to medical appointments will be
• With the Boarding House medical driver (on 2 specified afternoons a week).
• With a family member.
• Walking with another boarder to Cottesloe Medical Centre.
• In a taxi.
• With Boarding House staff.
• With a volunteer driver.
Emergencies
In an emergency, Boarding House Staff will take your daughter to
• Sir Charles Gardiner Hospital
• Princess Margaret Hospital
• Fremantle Hospital
All hospitals have an emergency department and are less than 10 minutes from the Boarding House. Parents will be
notified as soon as practical.
Girls requiring less urgent medical attention after hours may be taken to the Hollywood Hospital GP After Hours
clinic.
Medications
Students are not permitted to keep any form of medicine (including vitamins) in their possession in the Boarding
House. Students who require medication are to visit the Nurse each day for administration. Weekend and evening
administration will be by Boarding House Staff who follow guidelines provided by the Nurse.
Please also refer to Section 6-20 of the School Handbook - Drug Education and Support Policy for more information.
Parent Contact with the Health Centre
The School Nurses have a lot of contact with the boarders and they welcome meeting parents. They appreciate the
unique circumstances of boarding and consider your daughter’s welfare to be very important. If you have concerns
regarding your daughter’s health and wellbeing, please feel comfortable to contact them during School hours.
Leave Policy
Leave pertains to any situation when a Boarder is away from the Boarding House other than for school each day. The
following are guidelines for girls taking Leave from the Boarding House.
PLC Community Handbook 2012
Boarding House Sect 12

General Guidelines
• All leave is at the discretion of the Boarding House Directors and/or Team Managers (known as the Boarding
House Leadership Team).
• Boarders must be signed out of the Boarding House by a Senior staff member at the reception desk. A girl
may not leave the BH without first speaking to a staff member.
• Failure to comply with the guidelines outlined in this policy will result in a loss of leave privileges.
• Boarders must return to the Boarding House by the specified time. If there is a genuine reason for lateness
then the Boarding House reception must be contacted.
• In some instances the Directors of Boarding and/or Team Managers may refuse leave even though parental
permission has been granted.
• As a general guideline girls may never leave the Boarding House alone. Some exceptions exist for Year 12
Boarders and Year 11s (in Term 4 ONLY).
Leave Categories
The following is an outline of the various Leave Categories. There are some special considerations for each type of
leave.
With other Boarders
• Afternoon Leave (3.30pm – 5.30pm)
• Weekend Day Leave (weekend leave that is not overnight)
• Beach Leave
• Exercise Leave
With Boarding House Family Members and Visitors
• Casual Leave
• Overnight Leave
LEAVE TAKEN WITH OTHER BOARDERS
1. Afternoon Leave/Weekend Day Leave (All Boarders)
Boarders are permitted to:
• Walk to Cottesloe Central (“The Grove”) each day for up to one (1) hour on weekdays and 1.5 hours on
weekends.
• Cross Stirling Highway to Napoleon Street at the lights located on the corner of Leake Street and only on the
Cottesloe Central side of the street.
Boarders are NOT permitted to:
• Visit private homes.
• Ride in private cars.
• Cross Stirling Highway at any location other than the designated lights.
2. Afternoon Leave/Weekend Day Leave (Years 10, 11 and 12)
Girls in Year 10, 11 and 12 may:
• Walk, bus or train to Claremont for up to 1.5 hours each day.
• Take the train to the City or Fremantle on Saturday or Sunday (not both) for up to four (4) hours.
Weekend Leave to Claremont or Subiaco may be extended to 4 hours on one occasion per term.
PLC Community Handbook 2012
Boarding House Sect 12

For this category of Leave girls must:
• Return to the Boarding House before dark.
• Be no later than 5.30pm (Dinner time).
• Record a mobile phone number at the Reception Desk by which they can be contacted at all times.
3. Beach Leave
Weekend Beach Leave is granted at the discretion of the Boarding House Leadership Team and is subject to parental
permission. Beach Leave may only be taken by Boarders in Years 10 – 12 on weekends in Term One and Term Four
(Year 10, Term 4 Only).
Beach leave will only be granted under the following set of strict conditions. In addition to adhering to all other Leave
rules, boarders must:
• Hold a current Bronze Medallion
• Successfully complete an online study course including final test
• Wear sunscreen, a hat and T – Shirt. (PLC is a sun smart school and supports the Cancer Council message of
Slip, Slop, Slap.)
• Only swim between the flags of the patrolled beach at Cottesloe.
• Take Beach Leave in groups of three or more and never be alone.
• Have a mobile contact number within the group.
The time allowed for Beach Leave is limited to three (3) hours. In extreme heat Beach Leave will not be granted in the
middle of the day. A beach report will be checked on www.coastalwatch.com/templates/default/aspx. The Leadership
Team, using this report, will have the discretion to deny beach leave.
4. Exercise Leave
Whilst still adhering to all other rules for Leave, Boarders can leave the Boarding House for the purpose of exercise
under special additional conditions as outlined below. Girls:
• May take a 30 minute run or walk anywhere between 6.00am and 7.30am.
• May take a 60 minute run, walk or visit the school gymnasium anywhere in the two hours between 3.30pm
and 5.30pm. In accordance with school policy, the gymnasium in the Sports Centre may NOT be used alone under
any circumstances.
• In Year 11 (Term 4 only) and Year 12 may exercise alone only when written parental permission has been
obtained.
• Can only leave the Boarding House if it is light.
LEAVE TAKEN WITH FAMILY AND FRIENDS
Boarders must be signed out by an adult over the age of 21 before leaving the Boarding House.
Casual Day Leave
This set of guidelines is specific to leave taken with family and friends for short periods. This leave does not usually
affect meal numbers. Parental permission must be obtained and leave arrangements discussed with and approved by
the Boarding House Leadership Team. Boarders must:
• Be back in time for dinner and prep from Sunday through to Thursday. Girls may be granted permission to
stay out for dinner on weeknights with immediate family members ONLY. Requests for leave on weeknights outside
of these guidelines must be made directly to the Directors of Boarding.
PLC Community Handbook 2012
Boarding House Sect 12

• Return to the BH no later than 30 minutes prior to bedtime on Friday and Saturday night.
• Leave a mobile number at reception. Boarding House Staff must be able to contact girls at any time.
• Not take leave with anyone under the age of 21. The only instance where an exception to this rule may be
granted is for immediate family and only with written parental permission.
• Give at least 24 hours notice for Casual Leave. Leave may be denied where adequate notice is not given to
staff. Unannounced visits from immediate family are an exception to this requirement.
Extended Weekend Leave and Overnight Leave
This leave is for overnight or any extended periods of leave that requires adjustments to meal numbers.
The procedure required to request overnight or extended weekend leave is outlined as follows:
1. The Boarder (or Parent) must complete a leave form. These forms are available at reception, via email and
on PLC Wiki.
2. This form must be handed in to reception no later than Thursday morning at 8.15am.
3. Parents must fax signed permission. Emailed or telephone permission may not always be deemed adequate.
The Boarding House Fax number is 9424 6495.
4. Following consideration of all leave requests Boarding House Staff will inform girls only if their leave has
been denied.
• Boarders should return to the Boarding House by 6.30pm on Sunday Evening. This is to allow girls to
complete Sunday night prep and to be organised for the school week ahead.
• Extended and Overnight leave may not be taken until boarders have completed and signed the Room
Clearance Form.
• Overnight leave will only be granted to Boarders if they are staying with hosts who are over the age of 21.
• Extended and Overnight Leave applies to weekends ONLY. Requests for this kind of leave on weekdays
need to be forwarded to the Directors of Boarding and will only be considered under very special circumstances.
Cars
Boarders are only permitted to travel with fully licensed drivers.
We do not give approval for Boarders to travel with friends or family on provisional (P) licenses except in extenuating
circumstances and only at the discretion of the Directors of Boarding. Parents/Guardians seeking such approval need
to complete a Provisional License Request Form on each separate occasion.
PLC Community Handbook 2012
Boarding House Sect 12

CO-CURRICULAR SPORT
In keeping with an emphasis on participation, teamwork, commitment to a sport and pursuit of individual potential,
PLC attempts to make adequate provision for appropriate levels of competition for sport participants. A range of teams
caters for all levels of ability, ensuring a satisfying experience for all participants. Any student may attend training
sessions for any sport in order to gain team selection and to improve their skill level and fitness regardless of previous
experience. All standards will be catered for. Co-Curricular sport is NOT compulsory.
Co-Curricular Sport
Sport is an integral part of the general life education and development of young people.
Co-Curricular Sport:
• Encourages and provides opportunities for the participation of all young people in a wide variety of sports at
a level commensurate with their physical, mental, social, emotional and skill development.
• Develops fitness and sport-specific skills so that participation is enjoyable and successful.
• Teaches young people how to manage the co-operative and competitive requirements of sport.
• Promotes the importance of commitment to a sport and team and encourages the development of time
management skills.
• Develops the capacity of young players to make reasoned decisions about ethical issues in sports that will
lead to good behaviour as players, spectators, coaches and administrators.
• Develops in young people a knowledge and understanding of:
- Sport as a significant cultural force in Australian society.
- The capabilities and limitations of the human body in the performance of sport.
- Games, tactics, strategies and rules.
- Administration, umpiring, coaching and sports medicine.
The Relationship Between Co-Curricular Sport and Physical Education at PLC
Physical Education uses body movement as the medium to contribute to students becoming self-confident, independent,
collaborative, disciplined, healthy, happy and fit. It is concerned with the development of knowledge, skills and
attitudes related to health, fitness, sport and recreation.
Sport encompasses a range of physical activities that provide opportunities to further apply and develop the skills
acquired through Physical Education.
Sport and Physical Education are complementary. PLC provides co-ordinated Physical Education (Years P - 12), Sport
Education and Recreation (Years 9 – 10), Physical Education Studies (Years 11/12), Inter-House Sport (Years K – 12)
and Co-Curricular Sports Programme (Years 1 – 12) which greatly enhances and promotes the benefits of an active
lifestyle to all students.
Competition and Participation at PLC
Competition is an intrinsic part of sport that involves measuring performance against an opponent, oneself, or the
environment. Competition provides stimulation and challenge as well as the opportunity to apply, test and further
develop skills in a game situation. Properly managed, competition should be seen as a healthy and desirable part of
sport.
Within Australian society, competition is closely associated with success and failure. Sport participants should be
taught that ‘winning’ and ‘losing’ are merely results of all sporting competition. There should not be an over-emphasis
on winning as this can lead to dissatisfaction with sport in general.
Competition is also a test of ability and potential, with the pursuit of excellence as desirable in sport as in other forms
of endeavour. All sports participants should be encouraged to achieve, do their best and develop their full sporting
potential. Challenging competition is one element of this development process.
PLC Community Handbook 2012
Co-Curricular Sport Sect-13-1

The emphasis in sport competition should be on the quality of the experience and its appropriateness to the age
and ability of the participant. All participants should be given opportunities to succeed and do their best through
competition.
In keeping with an emphasis on participation philosophy, PLC attempts to make adequate provision for appropriate
levels of competition for sport participants by catering for all levels of ability and thereby ensuring a satisfying
experience for all participants. Competition can also be conducted on a less formal or social basis, purely for
enjoyment.
Other Co-Curricular Activities
The voluntary section encompasses the Middle School Adventure Club and other activities including scuba diving,
bush walking and canoeing that take place during weekends and vacation times. Many of these activities are available
to the whole PLC Community. Details are advertised in the PLC LINKS. Interested people should contact the Director
of Outdoor Education for details.
Blackwatch Outdoor Education Centre
The Blackwatch Outdoor Education Centre is used primarily for outdoor water based activities such as Rowing and
Kayaking. It is located at the river end of Johnston Street, next to the Royal Freshwater Bay Yacht Club.
JUNIOR SCHOOL CO-CURRICULAR SPORTS ACTIVITIES
SPORT TERM DAYS MATCHES PLAYED
Athletics Years 5 - 6 Term 4 Training for participation in Inter-School Carnival
Basketball Years 3 - 6 Terms 3 and 4 Inter-School matches Thursday evenings Perry Lakes
Cross Country Years 4 - 6 Term 3
JSHAA Competition late August and early
September
Hockey Years 1- 4 Terms 1, 2 and 3 Inter-School matches Saturday mornings
Netball Years 3 - 6 Term 1, 2 and 3 Inter-School matches Saturday mornings
Swimming Years 3 - 6 Term 1 Stroke development, JSHAA Carnivals, State Relays
Tennis Years 3 - 6 Term 4 Skill development, Academy Plate Tournament
PLC Community Handbook 2012
Co-Curricular Sport Sect-13-2

MIDDLE AND SENIOR SCHOOL CO-CURRICULAR SPORTS ACTIVITIES
Years 7 – 12 Co-Curricular Sport
List and times of all Inter-School sports played.
Please note some match days for team sports may have to be altered due to exams or camps.
SPORT TERM DAYS MATCHES PLAYED
Athletics Years 7-12 Term 3 IGSSA Carnival – 18 September
Basketball Years 7-12 Term 3 IGSSA – Year 7/8 and Year 11/2 Wed, Year 9/10 Wednesday 3.45 - 5.15
Cross Country Years 7-12 Term 2 IGSSA 22 June and State School Girls TBC
Hockey Years 7-12 Term 2 IGSSA - Year 7/8 and Year 11/12 Wed, Year 9/10 Wednesday 3.45 - 5.15
Netball Years 7-12 Term 2 IGSSA - Year 7/8 and Year 11/12 Wed, Year 9/10 Thursday 3.45 - 5.15
Rowing
Years 9-12 Term 1, 2 and 3 Year 8
Term 4
Saturday Regattas, Head of River Regatta 18 August Learn to Row
Programme, Weekday mornings
Softball Years 7-11 Term 4 IGSSA - Wednesdays and Thursdays 3.45 - 5.30pm
Swimming Years 7-12 Term 1 and 4 IGSSA 13 March
Tennis Years 7-12 Term 1
IGSSA – Year 7/8 and Year 11/12 Wed, Year 9/10 Thursday 3.45 -
5.30pm
Volleyball Years 7-12 Term 1 IGSSA – Year 7/8 and Year 11/12 Wednesday, Year 9/10 Thursday
Waterpolo Years 8-11 Term 4 Inter-School – Tuesdays 4.00 - 6.00pm
Soccer Years 7-12 Term 3 IGSSA – Year 7/8 and Year 11/12 Wed, Year 9/10 Thursday 3.45 - 5.15
PLC Community Handbook 2012
Co-Curricular Sport Sect-13-3

SPORTS UNIFORM REQUIREMENTS
Swimming
Tennis
Volleyball
Cross Country
Netball
Hockey
Rowing
Uniform
Term 1
Term 1
Term 1
Term 2
Term 2
Term 2
Term 2/3
PLC white sports hat Yes Yes Yes Yes Yes Yes Yes
Coloured House swimming
cap
PLC monogrammed
swimming cap
Yes
Yes
PLC Athletics singlet top
Yes
PLC regulation navy blue
green and white bathers
Yes
PLC zoot suit
Yes
White sports shirt Yes Yes Yes
PLC Inter-School
striped shirt
Yes Yes Yes Yes Yes
PLC Rugby jumper opt opt opt opt opt opt opt
PLC Sports shorts Yes Yes Yes Yes Yes
PLC Sports skirt Yes Yes
PLC navy blue bikepants Yes Yes
Blue sports briefs to be
worn under sports skirt
Yes
Yes
PLC tracksuit Yes Yes Yes Yes Yes Yes Yes
Shin pads
Mouth guard
Yes
Yes
PLC Hockey socks Yes Yes
White socks and
predominantly white
runners
Yes Yes Yes Yes Yes
PLC Community Handbook 2012
Co-Curricular Sport Sect-13-4

UNIFORM
Athletics
Term 3
Basketball
Term 3
Soccer
Term 3
Water Polo
Term 4
Softball
Term 4
PLC white sports hats Yes Yes Yes Yes Yes
Coloured House swimming cap
Yes
PLC monogram swimming cap
PLC Athletics singlet top Yes Yes
PLC regulation navy blue, green and
white bathers
Yes
PLC zoot suit
White sports shirt Yes Yes Yes Yes
PLC Inter-School striped shirt Yes Yes Yes Yes Yes
PLC Rugby jumper opt opt opt opt opt
PLC sports shorts Yes Yes Yes Yes Yes
PLC sports skirt
PLC navy blue bike pants
Yes
Blue sports briefs to be worn under blue
sports skirt
PLC track suit Yes Yes Yes Yes Yes
Shinpads
opt
Mouth guards Yes Yes Yes
PLC Hockey socks Yes Senior A
White socks and predominantly white
runners
Yes Yes Yes Yes Yes
.
PLC Community Handbook 2012
Co-Curricular Sport Sect-13-5

CO-CURRICULAR MUSIC
The Co-curricular Music Programme at PLC provides an opportunity for all students to experience the joy of music
making, of learning the universal language of music, mastering an instrument and in sharing music with others.
CO-CURRICULAR MUSIC AND THE CLASSROOM MUSIC PROGRAMME
The Co-curricular and Classroom Music programmes at PLC are complementary and designed to assist in the holistic
development of the student. The development of language and spatial reasoning skills, teamwork and discipline are
included amongst the many benefits of formal music education.
Compulsory Music - PK - Year 7
Music is considered an integral part of the early development of the student and is thus included as a part of the
compulsory curriculum for students enrolled in the Junior School and Year 7. The emphasis is on practical music
making, leading to literacy through singing, playing, creating, listening and reflecting.
Non-Compulsory Music - Year 8 - 12
Students enrolling in Music in Year 8 - 12 should be learning an instrument or voice, and a member of at least one
co-curricular ensemble. The courses continue the music-making experiences from PK – Year 7, and are designed to
develop the student’s theoretical and practical understanding of music and its contributions to society through a variety
of investigative, compositional and performance experiences.
Specific information about the Music curriculum is available through Opportunities, the MYP Academic Handbook
and Directions, the Senior School Academic Handbook.
INSTRUMENTAL AND VOCAL TUITION
The Music Department offers a wide range of musical instruments and students can study a variety of musical genres
from classical to more contemporary popular styles. Lessons are taught by specialist instrumental and vocal tutors.
Instruments
Tuition is offered for the following instruments:
Flute Violin Horn
Oboe
Clarinet
Viola
Cello
Trumpet
Trombone
Bassoon
Saxophone
Bagpipes
Pipe Drums
Voice
Double Bass
Guitar (acoustic and electric)
Bass Guitar
Piano
Theory
Baritone
Euphonium
Tuba
Percussion
Drum Set
Tuition on particular instruments at PLC is subject to the number of applications, availability of instruments, age
appropriateness, and availability of teaching studios and tutors.
Commencement Age
The appropriate commencing age of students for instruments is based on a child’s physical growth patterns and
maturity. Here is a guide to assist parents:
From Pre-Kindergarten/Pre-Primary: Piano, Violin, Cello
From Year 2: Viola
From Year 3: Voice (Singing)
From Year 4: Double Bass, Guitar
PLC Community Handbook 2012
Music Sect-14-1

From Year 5: Flute, Clarinet, Oboe, Bassoon Trumpet, Horn, Trombone, Baritone, Tuba, Percussion
From Year 7: Saxophone, Euphonium, Bagpipes, Pipe Drums, Bass Guitar
Suzuki Method of Instrumental Learning
PLC provides the opportunity for children to learn Violin, Viola, Cello and Piano using the Suzuki method of learning.
Named after the Japanese violinist and music teacher Dr Shinichi Suzuki, this teaching philosophy is based on the idea
that children can learn to play music competently from a young age through motivation, modeling and repetition, just
as they learn to talk fluently. Parent involvement is integral to this method and so parents are required to attend their
child’s lessons and supervise regular home practice. In addition, students will attend regular group classes to reinforce
what is taught in the lessons. The Suzuki method of learning is highly recommended for children aged 2-8.
Enrolment For Lessons
New enrolments may be made during the year by completing the ‘Music Enrolment Form’, available from the Music
Department. A separate application form needs to be made for each instrument.
Students continuing their instrumental or vocal studies do not need to re-enroll each year. Unless notice is given,
students will automatically be re-enrolled for the following year and parents’ accounts charged for the Term 1 fees.
Discontinuation of Lessons
Written notification of cancellation or changes can only be accepted at the end of the term and must be sent to the
Director of Music at least two weeks prior to the end of term or a full term’s fees in lieu of notice will be charged.
Private Music Lessons
Lessons can be individual, shared (with 1 other student) or group (tenor drumming only with 3 students).
Parents should seek advice from music staff to determine which is most suitable for their child. Availability of shared
and group instrumental/voice lessons depends on the number of students on the same instrument at the same level of
achievement. This would be determined at the commencement of lessons. It is recommended that students who have
moved beyond the beginner level should elect individual lessons.
All piano and drum kit lessons are offered on an individual basis only.
Duration of Lessons
Enrolment for instrumental or vocal tuition is for a full year of 32 lessons and the duration of the lessons are as follows:
Piano/Strings/Brass/Woodwind/Guitar/Voice/Percussion
Beginners to Grade III
Grades IV to VIII recommended
Pipe Band instruments
30 minutes
40 minutes
30 minutes
Students studying higher grades may request longer lessons.
Tuition Fees For 2012
Individual 30 minute lesson
Shared 30 minute lessons (2 per lesson)
Group Tenor Drum 30 minute lesson (3 per group) Individual forty minute lesson
$1,100.00 per annum
$660.00 per annum
$495.00 per annum
$1,468.00 per annum
PLC Community Handbook 2012
Music Sect-14-2

Payment of Fees
Fees are charged on an annual basis and are payable in quarterly installments along with school fees. Following
completion of 32 lessons in a year, students will continue to receive weekly lessons until the end of Term 4 at an
additional charge. Year 12 students will only be charged and receive lessons for three terms/installments based on 24
lessons.
Lessons
Students are required to attend all the regularly scheduled instrumental or vocal lessons punctually, with all necessary
music books, sheet music, equipment and instruments, as appropriate, in full working order.
Lesson Times
Timetables of lessons are posted on the noticeboard at the entrance to the Music Centre and on the Music Department
wiki. At the conclusion of each lesson students must write their next lesson time in their Music Journal.
Absence School Commitment - If a test, camp or excursion has been scheduled coinciding with your daughter’s
lesson, she should advise the Music Assistant or teacher a week before the clashed lesson. We will endeavor to
reschedule the lesson, so that the full year of 32 lessons are provided. The Music Assistant will assist students with
this if necessary.
Other Absences - No reduction of fees can be made on account of other absence from the School as teachers are
contracted to be present for the full year.
Reports
Instrumental and vocal reports are sent home at the end of Semesters 1 and 2.
Music Journal
A Music Journal is provided to assist students organize their practice, record times of lessons and aid communication
with parents. A page is allocated for each lesson. Feedback is provided to students and parents on work accomplished
and work to be done between lessons.
Parents are asked to sign the Music Journal and ensure it is taken to the next lesson. By using the Music Journal,
parents are able to communicate with the teacher about any matter concerning the student’s music tuition. Class
teachers may ask to see the Music Journal when the student informs the class teacher that she is going to leave the class
to attend an instrumental or vocal lesson. Students should have this ready. When a student returns to class, the class
teacher may ask to see the new Music Journal as evidence that the student has attended an instrumental or vocal lesson.
Insurance of Instruments
Private instruments are to be insured by the owner. The School will not accept responsibility for loss or damage either
in transit or on School premises.
Storage of Instruments
All instruments, whether hired or privately owned, must be stored, when on PLC premises in the areas provided within
the Music Department or in a locker if space allows. Instruments should not be left in corridors, on open shelves or in
unattended classrooms. All instruments must be properly labeled. Cases should be identified with the student’s name,
address and telephone number. All girls are responsible for the security of their own instruments.
Application For Hire of Instruments
A limited number of instruments owned by the School are available for hire. The majority of the School’s instruments
are the larger more expensive instruments. The School instruments are normally hired for one year, particularly the
smaller ones, although the most expensive ones can be hired for a longer period. Hirers will accept full responsibility
for the care of the instruments. A Hire Agreement Form must be completed before a hire instrument is issued. No
reduction in hire fee is possible where discontinuation of tuition occurs within the year.
Cost of Hiring An Instrument
$220 per year (includes GST).
Internal Instrument Assessment Programme
The School offers an Internal Assessment Programme for all students in Year 3-12 who are enrolled in vocal or
instrumental lessons at the School. Details for this programme are available from the Music Department.
PLC Community Handbook 2012
Music Sect-14-3

External Examinations
Teachers may encourage students to enrol in external music examinations, for example, Australian Music Examinations
Board (AMEB) and Trinity College, London. Teachers may also encourage students to enter eisteddfods and other
music competitions through the year. Each external examination has entry fees and accompanist fees. The entry fees
are published with the entry forms for the different external examinations.
Recognition Of Student Achievement In Music
The School endeavors to recognise student achievement in music resulting from performance in school or outside
school. These may be by announcing achievements at occasions such as School Assemblies, in the PLC LINKS
newsletter or at Speech Night.
Students may be awarded Music Pockets and badges. Details of music awards are listed in the PLC Community
Handbook under Awards.
Friends Of Music
The Friends of Music provide logistic support for many Music Department activities including PLC concerts, recitals
and music camps. The Friends provide afternoon teas for the PLC/Scotch Combined Ensembles and support other
special extended workshops and rehearsals.
The Friends of Music contribute to a vital and stimulating environment in the Music Department. Parents are
encouraged to join and play an active part in supporting their children’s music involvement. Please contact the Music
Department for further details 9424 6512.
FREE INTRODUCTORY INSTRUMENTAL AND VOCAL MUSIC PROGRAMMES
Year 2 Suzuki String Programme
In Semester 1, Year 2 students not already playing a string instrument are given the opportunity to learn Violin, Viola
or Cello, in small groups, for one 30-minute lesson per week. Lessons and use of a school instrument are offered free
of charge.
In Semester 2 the free lessons cease. Students who wish to continue learning their string instrument should enroll for
individual instrumental tuition, for which there is a charge. The instrument continues to be used free of charge for the
remainder of the year.
Year 4 Double Bass String Programme
In Semester 1, Year 4 students not already playing a string instrument are given the opportunity to learn Double Bass,
for one 30-minute lesson per week. Lessons and use of a school instrument are offered free of charge.
In Semester 2 the free lessons cease. Students who wish to continue learning their string instrument should enroll for
individual instrumental tuition, for which there is a charge. The instrument continues to be used free of charge for the
remainder of the year.
Year 5 Band Instrument Programme
In Semester 1, Year 5 student are given the opportunity to learn Flute, Clarinet, Oboe, Bassoon, Trumpet, Horn,
Trombone, Baritone, Tuba or Percussion on a shared or individual basis. They must be beginners on their chosen
instrument and strict quotas are placed on each instrument to maintain a balanced ensemble. Students receive one
30-minute lesson per week as well as participation in weekly band rehearsals. Lessons and use of a school instrument
are offered free of charge.
In Semester 2, free lessons cease. Students who wish to continue learning their chosen instrument do so on an
individual or shared basis, for which there is an additional charge. The instrument continues to be used free of charge
for the remainder or the year.
Year 7 and 8 Instrumental and Vocal Music Programme
Students in Year 7 and 8 are given the opportunity to learn an instrument free of charge for the entire year. A school
instrument will also be provided. Students music be a beginner on their chosen instrument and must demonstrate a
strong commitment to their learning.
PLC Community Handbook 2012
Music Sect-14-4

Students may select from the following group of instruments only:
Oboe, Bassoon, Horn, Trumpet, Trombone, Euphonium, Tuba, Bass Guitar, Bagpipes or Pipe Drums. Please note:
there is a limited availability on some instruments. Voice lessons are available to students in Year 8 only.
Year 8 students are required to choose classroom Music (currently one semester only) as one of their elective subjects
to access this programme.
THE ENSEMBLE PROGRAMME
Playing in an ensemble is one of the most rewarding activities for a musician. All students participating in any part
of the instrumental and vocal tuition programme are encouraged to participate in the schools various ensemble
programmes. It is also open to any other students not taking lessons at PLC who may wish to participate and are at the
required standard. Students who do not learn an instrument or have voice lessons may join one of the various choirs
or the ‘Shout’ Percussion Ensemble. Members of ensembles are expected to commit themselves to attendance at all
rehearsals, concerts and events schedules for the whole year.
WEEKLY CO-CURRICULAR MUSIC ENSEMBLE REHEARSAL TIMETABLE 2012
Weekly Co-Curricular Music Ensemble Rehearsal Timetable 2012
Monday Tuesday Wednesday Thursday Friday
Before
School
Pipe Band 2 Tennis Courts
7.00 - 8.20 am
….
Junior School Concert
Band - Eric Page Studio
7.30 - 8.20 am
Stage Band - Eric Page
Studio
7.20 - 8.20 am
..
Pipe Band 2 Bagpipe
Practice
Tutorial 7
7.20 - 8.20 am…
..
Suzuki String Groups
7.40 - 8.20 am
Bartok Orchestra - Eric
Page Studio
7.20 - 8.25 am
.
Stravinsky Orchestra -
Junior School Music
Classroom 7.20 - 8.20
am ...
Concert Band 1 - Eric
Page Studio
7.20 - 8.25 am
..
Petite Chorale - Junior
School Music Classroom
7.30 - 8.20 am
..
Pre-Twinkle Suzuki Group
Tutorial 3
7.45 - 8.20 am
Senior Pipe Band - Tennis
Courts 6.45 am - 8.20 am
....
Concert Band 2 - Eric
Page Studio
7.20 - 8.25 am
.....
Year 5/6 Choir - Junior
School Music Classroom
7.30 - 8.20 am
....
Year 5 Band - Eric Page
Studio 2.15 - 3.15 pm
Lunch
Time
Junior Percussion
Ensemble Eric Page
Studio
12.35 - 1.15 pm
.....
AMICO String Quartet
12.35 - 1.15 pm
….. Classroom
Guitar Ensemble
Music Classroom
12.35 - 1.15 pmGuitar
Vivaldi String Orchestra
Junior School Music
Classroom
3.20 - 4.15 Pm
Intermediate Percussion
Ensemble - Eric Page
Studio 12.35 - 1.15 pm
…….. .
Senior Percussion
Ensemble - Eric Page
Studio
12.35 - 1.15 pm
After
School
Shout Percussion
Ensemble - Junior School
Music Classroom
3.20 - 415 pm
Chorale - Eric Page
Studio 3.30 - 5.00
pm
School Musical Rehearsal -
Eric Page Studio
3.30 - 5.30 pm
Vocal Ensemble - Eric
Page Studio 3.30 -5.00
pm …
Dates to be advised for
PLC/Scotch Symphony
Orchestra - Eric Page
Studio
3.30 - 5.30 pm
Junior School Ensembles Middle/Senior School Chamber Ensembles Middle/Senior School Major Ensembles
Junior School Music Ensembles
Petite Chorale
Director – Ms Susan O’Grady
The Petite Chorale is open to all girls in Year 3 and 4 who have a love of singing and would like to sing in a choir.
Members are required to attend weekly rehearsals where various songs are rehearsed and correct voice production is
taught. The Petite Chorale performs at a range of school and community concerts and festivals and participates in the
annual Junior School Music Camp.
PLC Community Handbook 2012
Music Sect-14-5

Year 5/6 Choir
Director – Ms Philippa Tan
The Year 5/6 Choir is open to all girls in Year 5 and 6 who have a love of singing and would like to sing in a choir.
Members are required to attend weekly rehearsals where various songs are rehearsed and correct voice production is
taught. The Year 5/6 Choir performs at a range of school and community concerts and festivals and participates in the
annual Junior School Music Camp.
Vivaldi String Orchestra
Conductor – Ms Michelle Sobczak
The Vivaldi String Orchestra is available to girls in Year 4-6 who learn Violin, Viola, Cello or Double Bass. Girls gain
entry through audition to ensure they have the required playing skills and experience. Members are required to attend
weekly rehearsals where varied repertoire is rehearsed and various aspects of string technique and ensemble playing
are explored. The Vivaldi String Orchestra performs at a range of school and community concerts and festivals and
participates in the annual Junior School Music Camp.
Junior School Concert Band
Conductor - Mr Jason Boron
The Junior School Concert Band is available to girls in Year 4-6 who learn a woodwind, brass or percussion instruments.
Girls gain entry through audition to ensure they have the required playing skills and experience. Members are required
to attend weekly rehearsals where varied repertoire is rehearsed and various aspects of instrument technique and
ensemble playing are explored. The Junior School Band performs at a range of school and community concerts and
festivals and participates in the annual Junior School Music Camp.
‘Shout’ Ensemble
Director – Mr Kitt Byfield
‘Shout’ is a percussion based ensemble available to any girl from Year 5 or 6. This ensemble explores a range
of traditional and non-tradition percussion instruments. Members are required to attend weekly rehearsals where
varied repertoire is rehearsed and various aspects of percussion technique and ensemble playing are explored. ‘Shout’
performs at a range of school and community concerts and festivals and participates in the annual Junior School Music
Camp.
Please note: this ensemble is offered as a semester ensemble only and numbers are limited to 25 students for each of
Semester 1 and 2. Preference is given to students who are not currently a member of another school music ensemble
with the remaining places allocated to Year 6 and then Year 5 students. We will endeavour to accommodate all
interested students, although some girls may need to wait until Semester 2.
Middle/Senior School Music Ensembles
Stravinsky String Orchestra
Conductor – Ms Michelle Sobczak
The Stravinsky String Orchestra is available to string players in Year 7-10 with limited ensemble experience. Students
will have typically been learning for 2-3 years. Girls gain entry through audition to ensure they have the required
playing skills and experience. Members are required to attend weekly rehearsals where varied repertoire is rehearsed
and various aspects of string technique and ensemble playing are explored. The Stravinsky String Orchestra performs
at a range of school and community concerts and festivals.
Bartok String Orchestra
Conductor – Ms Anne Coughlan
The Bartok String Orchestra is available to string players in Year 7-12 with extensive ensemble experience and advanced
ability. Girls gain entry through audition to ensure they have the required playing skills and experience. Members are
required to attend weekly rehearsals where varied repertoire is rehearsed and various aspects of string technique and
ensemble playing are explored. The Bartok String Orchestra performs at a range of school and community concerts
and festivals including Speech Night and the annual Concerto Evening. The Orchestra also participates in the PLC/
Scotch College Symphony Orchestra
PLC Community Handbook 2012
Music Sect-14-6

PLC/Scotch College Symphony Orchestra
Guest Conductor – Mr Ashley Arbuckle
The PLC/Scotch College Symphony Orchestra is a combined ensemble for senior musicians from PLC and Scotch
College. The orchestra combines members of the PLC Bartok and Scotch Senior String Orchestras and selected senior
woodwind, brass and percussion players from both schools. All musicians rehearse separately before combining for a
series of rehearsal in preparation for a range of School and public performances.
Concert Band 2
Conductor - Ms Melissa Sojan
Concert Band 2 is available to woodwind, brass and percussion players in Year 7-10 with limited ensemble experience.
Students will have typically been learning for 1-3 years. Girls gain entry through audition to ensure they have the
required playing skills and experience. Members are required to attend weekly rehearsals where varied repertoire is
rehearsed and various aspects of instrumental technique and ensemble playing are explored. Concert Band 2 performs
at a range of school and community concerts and festivals.
Concert Band 1
Conductor - Mr Mark Thomas
Concert Band 1 is available to woodwind, brass and percussion players in Year 7-12 with extensive ensemble
experience and advanced ability. Girls gain entry through audition to ensure they have the required playing skills
and experience. Members are required to attend weekly rehearsals where varied repertoire is rehearsed and various
aspects of instrumental technique and ensemble playing are explored. Concert Band 1 performs at a range of school
and community concerts and festivals including Speech Night.
Stage Band
Director – Mr Mark Thomas
Stage Band is a Jazz style ensemble for experienced musicians. Girls gain entry through audition to ensure they have
the required playing skills and experience. Members are required to attend weekly rehearsals where varied repertoire
is rehearsed and various aspects of instrumental technique and ensemble playing are experienced. The ensemble also
explores a diverse range of music styles including jazz, rock, latin and funk. The Stage Band performs at a range of
school and community concerts and festivals.
Show Choir
Director – Ms Susan O’Grady
Show Choir is available to students from Year 7 – 10 who have an enjoyment of singing. Girls who are interested
in joining the Show Choir are invited to an open rehearsal to determine their vocal range and expose them to the
requirements of the choir. Members are required to attend weekly rehearsals where varied repertoire is rehearsed,
choreography is learnt and various aspects of vocal technique and ensemble work is explored. Show Choir performs
at a range of school concerts.
Chorale (PLC/Trinity Chorale)
Director – Ms Philippa Tan
The PLC Chorale is available to students from Year 7 – 12 who have an enjoyment of singing. Girls gain entry
through audition to ensure they have the required musical skills. Members are required to attend weekly rehearsals
where varied repertoire is rehearsed and various aspects of vocal technique and ensemble work is explored. The PLC
Chorale performs at a range of school occasions and is responsible for leading the school community during specified
assemblies and Speech Night. The Chorale joins with the Choir from Trinity College for a range of School and public
performances, which requires members to attend extra evening and weekend rehearsals and performances.
Vocal Ensemble (PLC/Scotch Vocal Ensemble)
Director – Ms Philippa Tan
The PLC Vocal Ensemble is available to selected students from Year 8 – 12 who have a background in and enjoyment
of singing. Girls gain entry through audition to ensure they have the required vocal and musical skills and experience.
Members are required to attend weekly rehearsals where varied repertoire is rehearsed and various aspects of vocal
technique and ensemble work are refined. The Vocal Ensemble performs at a range of school and community occasions.
The PLC Vocal Ensemble joins with the Scotch College Vocal Ensemble to rehearse and perform at a range of school
and public performances, which requires members to attend extra evening and weekend rehearsals and performances.
PLC Community Handbook 2012
Music Sect-14-7

PLC PIPES AND DRUMS
PLC was established with a strong Scottish heritage and, the Pipe Band, when formed in 1980, was to maintain this
link.
It is the oldest all girls’ pipe band in Australia.
The Band has travelled throughout Western Australia, Australia and overseas having travelled to England, Scotland
and Singapore. The Pipe Band has a busy schedule of school and community events which its supports each year.
Pipe Band 2
Directors – Ms Kerry Jones, Ms Ailsa Miller, Mr Peter Jones
Pipe Band 2 provides an ideal opportunity for pipers and drummers who have achieved a required standard of playing
and tune knowledge, to play in a band environment, whilst steadily improving their playing techniques and standard.
Throughout this pipe band apprenticeship, Pipe Band 2 players will gradually improve their playing skills whilst
learning to march and play, following the instruction given by the Drum Major by way of the many staff signals and
drill movements which are very much a part of pipe band work. During this time, students continue to learn more of
the band’s repertoire of tunes and drill movements until a level of expertise is achieved that enables them to audition
for a position in the Senior Pipe Band, as vacancies become available.
To enable Pipe Band 2 students to gain experience in actual playing conditions, a number of performances are arranged
at various times throughout the year. Pipe Band 2 performs in school uniform.
Senior Pipe Band
Directors – Ms Kerry Jones, Ms Ailsa Miller, Mr Peter Jones
Senior Pipe Band comprises a maximum number of 32 players, 16 pipers and 16 drummers. The composition of the
drum corps is to be balanced to complement the number of pipers and would be 8 snare drummers, 4 tenors, 2 altos,
1 bass and 1 Drum Major.
Auditions for entry to Senior Pipe Band are conducted annually. It is not mandatory for each position to be filled
purely for the sake of filling a position. Each student must be capable and competent of carrying out the requirements
of the position. Any student who does not achieve the required level or who falls below standard will be required to
re-audition.
In order to support up and coming pipers and drummers, a roster of Senior Band players is drawn to attend and assist
Pipe Band 2 practices.
Experienced players, generally Year 12, but not exclusively, are promoted to the positions of Pipe Major, Drum Major,
Drum Sergeant, Pipe Sergeant or Drum Corporal.
The Senior Pipe Band supports a variety of school and community activities throughout the year including Principal’s
Assembly each Week A. To this end and to maintain a high performance level, it is expected Senior Band players will
attend all lessons, rehearsals, camps and performances. The Senior Band performs in full Pipe Band Uniform.
Pipe Band Uniforms And Instruments
Band uniforms are issued to players in the Senior Pipe Band, and remain the property of PLC. The proper care and
maintenance of the uniform is the responsibility of the player to whom it is issued and losses of, or damage to, the
uniform are to be made good by that player.
The drums are also the property of PLC and exclusive use of the instrument is not an option. Both Senior Pipe Band
and Pipe Band 2 players will have the use of these drums.
When available, pipers have the option of hiring a set of school pipes for their own exclusive use.
Highland Dancing
An opportunity exists for current Senior Pipe Band players to become Band Dancers. Classes are held at recess each
Friday, 10.45 am – 11.05 am and are free of charge.
CONCERTS AND PERFORMANCES
An extensive and varied range of performance opportunities are made available to musicians and music ensembles
at PLC. These include school concerts, recitals and master classes, various community events and participation in
festivals, competitions and eisteddfods. There are also opportunities for students to work with musicians from other
schools and to be involved in national and international music tours.
PLC Community Handbook 2012
Music Sect-14-8

AWARDS
Awards Panel for all Pockets consists of the:
• Head of Senior School
• Head of Department
• Other appropriate staff
Sports and Music Panels meet at the end of every term whilst Arts Panels meet at the end of Semester 1 and 2.
Relevant student captains may input at the application stage if required.
Applications must be submitted by the advertised due date. Late applications will not be accepted or considered.
The decision made by the Awards Panel is final and not subject to review.
Any Award may be given at the discretion of the Principal.
ACADEMIC PRIZES (Presented at Speech Night)
Alpha Merit For Academic Endeavour Award
Alpha Merit recognises the solid, supportive, hardworking and conscientious student who strives to achieve her best
academically. Up to five awards will be given out per year group.
In Year 11, a girl must take 6 subjects to be eligible
In Year 12, a girl must take 5 or 6 subjects to be eligible
Criteria:
• models the School motto ‘Effort and Honour’
• willingness to strive to achieve her personal best
• Reflective
• Risk-Taker
• Communicator
• Thinker
• Inquirer
Citizenship Award
The Citizenship award recognises a girl who displays the following criteria:
• Principled
• Caring
• Balanced
• Open-Minded
• Risk-Taker
Up to five awards will be given out per year group.
MYP academic excellence prizes
Each year a limited number of prizes (usually 5 or 6) are awarded for academic excellence and are presented at
Speech Night. The following points determine the minimum achievement for students to be considered for an award.
All students achieving this standard will be further ranked on the number of subjects at Grade 6 and 7, with prizes
going to the top ranked girls.
Year 7, 8 and 9 Academic Prizes
• Semester 2 results are used.
• Girls need a minimum of 5 subjects at Grade 7.
• Minimum of Grade 5 in all other subjects.
• In Y7 and Y8, T&E are Term units and only one will be included.
• The Principal will have discretion in the awarding of a Prize.
• Students who miss out on a prize by a narrow margin will receive a Certificate of Excellence to be delivered with
the end of year report.
PLC Community Handbook 2012
Awards Sect-15-1

Year 10 Academic Prizes
• Semester 2 results are used.
• Girls need a minimum of 5 subjects at Grade 7.
• Minimum of Grade 5 in all other subjects including the Personal Project.
• The Principal will have discretion in the awarding of a Prize.
• Students who miss out on a prize by a narrow margin will receive a Certificate of Excellence to be delivered with
the end of year report
Year 11 and 12 Academic Prizes (WACE and Diploma)
Up to five awards will be given out per year group and recognizes a girl who achieves excellent results across her
subject areas.
In Year 11, a girl must take 6 subjects to be eligible
In Year 12, a girl must take 5 or 6 subjects to be eligible
Year 11 and 12 Academic Prizes (Presented at Principal’s Assemblies)
Academic Excellence Certificates (Year 11 and 12)
Awarded to students who achieve a minimum of 4 or more As and nothing less than a B.
Given out in Semester One and Two for Year 11
Given out in Semester One only for Year 12
In Year 11, a girl must take 6 subjects to be eligible
In Year 12, a girl must take 5 or 6 subjects to be eligible
Effort Certificates
Given out in Semester One and Two for Year 11
Given out in Semester One only for Year 12
Awarded to students who achieve As for every subject.
In Year 11, a girl must take 6 subjects to be eligible
In Year 12, a girl must take 5 or 6 subjects to be eligible
Academic Honours Pocket (Presented at the Principal’s Assembly)
Awarded to students who achieve 15 As and nothing less than a B during Year 11 and Semester One Year 12.
Subject Pockets (Presented at the Principal’s Assembly)
Awarded to students in Year 12 at the end of Semester One or Two if a pre-determined result is achieved at an
exceptional level (not to be awarded twice).
D J Carmichael and Company Dux of School (Presented at Speech Night)
To be eligible, students must study a minimum of five TEE subjects, achieve a minimum of five As and achieve the
most outstanding five subject average score within the year group. All TEE subjects are of equal ranking.
Janet Phemister Academic Excellence Prize for Runner-up Dux (Presented at Speech Night)
To be eligible, students must study a minimum of five TEE subjects, achieve a minimum of five As and achieve
second ranking within the year group in terms of an outstanding five subject average score. All TEE subjects are of
equal ranking.
PLC Community Handbook 2012
Awards Sect-15-2

CITIZENSHIP
Principal’s Citizenship Pockets (Presented at the Principal’s Assembly)
Principal’s Citizenship Pockets are awarded to those girls who have reached a very high standard of commitment
and:
• Made a difference to the richness of the life of the School and the way in which aspects of the School
operates.
• Demonstrated exemplary dress and behaviour in their time at PLC.
• Participated fully in the life of the School.
• Represented the students and/or the School at decision-making forums or conferences.
• Consistently achieved academic results that reflect her personal best.
• Demonstrated loyalty to the ideals and traditions of PLC.
• Are not members of Student Council.
Year 9 - Eileen Dunstan Prize (Presented at Speech Night)
For personal attributes, participation and loyalty to the College. Peers and teachers vote for the prize.
Year 10 - Amanda Nash Prize (Presented at Speech Night)
For personal attributes, participation and loyalty to the College. Peers and teachers vote for the prize.
Year 11 - Sheila Robertson Memorial Prize for Citizenship (Presented at Speech Night)
Peers and teachers vote for the prize.
• active participant of College community
• demonstrates desire to always do her best
• respects others, shows integrity
Year 12 Prizes (Presented at Speech Night)
Peers and teachers vote for the following prizes:
Agnes Robertson Prize for Citizenship
• active participant of College community
• demonstrates desire to always do her best
• respects others, shows integrity
Samantha Argyle Prize
• scholarship – using her talents to the full
• College spirit – being supportive to the College and a real participator
• personality – vitality, humour, warmth, care
• loyalty to the College
Best All Rounder
• rewards total achievement, not one particular field
• academic, sporting and service achievements
• an excellent role model for fellow students
The following prizes recognise exemplary citizenship and contribution to the College, and consider Alpha Merit
rankings and academic records. A committee of staff headed by the Principal, award them.
• Cruickshank Family Prize
• W D Benson Prize
• The Lord Family Prize
• Milbank Prize
• Olive Cusack Prize
• Perth Soroptimist Heather Barr Memorial Prize
PLC Community Handbook 2012
Awards Sect-15-3

SPORT
The Sports Award System
• The sports award system is designed to reinforce the philosophy of sport at PLC.
• Records are kept of every student’s participation in PLC sporting teams from Year 7-12 in order to
establish their contribution to sport at PLC and their eligibility for participation and service based awards.
• The majority of awards available to all Year 7 - 12 students are based on participation, teamwork and
commitment to a sport.
• In the case of individual awards available to senior students, awards are based on participation, teamwork,
and commitment to a sport and pursuit of individual potential at schoolgirl level.
• The Awards Committee consists of the Head of Sport, members of the Physical Education staff and the
Principal.
• Individual awards are not re-awarded. Once a student has received an award they are then considered to be
going for the next award. eg Pocket to Sports Honours.
• The decision made by the Awards Panel is final and not subject to review.
• Pockets are awarded at Principal’s Assembly.
Participation Awards (Presented only once at the Middle/Senior School Assembly)
Silver Sports Badge:
• Middle School Participation Badge (Years 7 - 9)
10 Inter-School sports over 3 years
Gold Sports Badge
• Gold Senior School Badge (Years 10 - 12)
10 Inter-School sporting teams over 3 years
Participation Pocket
• 21 sports over 6 years - 3 or 4 sports a year
Individual Awards
Pockets – Years 11 and 12
• A student must fulfil all of the three criteria below in their sport.
• In order to be considered for a Pocket by the Awards Committee, students must complete an application/
nomination form addressing the criteria below. Applications must be submitted by the due advertised date.
Late submissions will not be accepted.
• A pocket may be awarded to all members of a Pennant winning Senior A team.
Pocket Criteria
A pocket is an award based on a student achieving ALL of the following criteria:
• Commitment to the Sport
The student must have attended at least 80% of the scheduled training sessions and matches.
• Service / Leadership
The student must be considered to be a positive role model to younger students and must be prepared to give of her
time in coaching or helping younger students. Service accumulated for a sports award cannot contribute to other
service awards.
• Standards of Performance
The student must have the ability to perform at a high level and should consistently perform at her personal best.
• Sportswomanship
The student must be considered to be a positive role model to younger students. This involves their attitude to other
team members, having a positive demeanor both on and off the court, being prepared to give of their time to assist
those less able, having a tolerance of a variety of standards of performance and being helpful at all times.
More specific criteria for each sport will be supplied with pocket application forms. It is recommended that any
student wishing to apply for a pocket should see the teacher in charge half way through the season/year to discuss
their progress.
PLC Community Handbook 2012
Awards Sect-15-4

Sports Honours Pocket (Presented at a Principal’s Assembly)
A student must be awarded three pockets in three different sports.
Elite Sportswoman Pocket (Presented at a Principal’s Assembly)
To qualify, students must satisfy one of the following criteria:
• A student who has been selected to represent Australia at an international sporting competition
• A student who has won a National Championship medal in an individual event
• Selection for an all-star team at National Championships
Sports Service Pocket (Presented at a Principal’s Assembly)
• For outstanding voluntary contribution to either umpiring or coaching sports over a minimum of two years.
ARTS - PUBLIC SPEAKING, DEBATING, DRAMA, DANCE AND MUSIC
Arts Awards
Arts Awards are given as recognition for excellence and effort in the Arts, including Dance, Debating, Drama, Music
and Public Speaking.
Badges are awarded to students on the basis of the participation and relative degrees of artistic skills shown
(according to the level), as well as attitude taken towards the activity.
Awards are given for particular School Arts activities, whether conducted within the School or externally. Arts
Badges may be collected from Middle and Senior School Receptions after the Awards have been announced.
Vouchers for pocket insignia are given at assembly.
Arts Enrichment Activities
The school provides a wide range of co-curricular activities that vary from year to year according to the girls’
interest
and support. In the Middle and Senior Schools there is also opportunity for the girls to be involved in the many
Inter-
House Competitions that go towards the Arts Shield.
School Arts Co-Curricular Activities
• Inter-School Public Speaking
• School Drama Productions/School Musicals
• Dance Training Group/Dance Company
• Technical Production for Performing Arts
• School and Combined School Music Ensembles
• Inter-School Debating
Arts Pockets
Arts Participation Pocket
This Award is for a student whose participation in the School Arts programme has been outstanding because she:
• Has received three Gold Badges in three different areas listed above and has demonstrated an enthusiastic
attitude to the Arts.
Arts Honours Pocket
This is the School’s award for three pockets in two different Arts areas from the list above.
PLC Community Handbook 2012
Awards Sect-15-5

PUBLIC SPEAKING AND DEBATING
Arts Badges for Public Speaking/Debating (presented at MS/SS Assemblies)
Silver Badge:
This is presented to a Middle School student who has been involved in Public Speaking or Debating.
This badge will be awarded if a student:
• Auditions for selection in available Inter-School Public Speaking Competitions.
• Participates in at least 50% Inter-School Debating rounds.
• Commits to further focussed training sessions if selected to compete in an Inter-School Competition.
Teamwork, reliability and desirable attitudes should be evident as should a competent standard of performance.
Gold Badge:
This badge is presented to a Senior School student who has already been awarded her Silver Badge and:
• Auditions for selection in available Inter-School Public Speaking Competitions.
• Participates in at least 70% Inter-School Debating rounds.
• Commits to further focussed training sessions if selected to compete in an Inter-School Competition.
In addition, a student must meet all three of the following criteria:
• Outstanding skill in the Art.
• A high degree of personal involvement and reliability.
• Demonstrated ability to collaborate generously and cohesively in a team.
Please note: New students do not have to receive a Middle School Silver Badge in order to achieve a Senior School
Gold Badge
Pocket (Year 11 and 12 only)
In order to be considered for an Arts Pocket in Debating and Public Speaking, students must complete an application
/nomination form addressing the criteria below.
• Commitment to the Art
The student must attend all training sessions required and must have participated in all competitions. The
student must demonstrate commitment to the other members of the team.
• Service / Leadership
The student must be considered to be a positive role model to younger students and must be prepared to give
of her time in coaching or helping younger students. She should have demonstrated a positive attitude over
her years of service.
• Standards of Performance
The student must have the ability to perform at a high level and should consistently perform at her personal
best.
It is recommended that any student wishing to apply for a pocket should see the teacher in charge half way through
the season/year to discuss their progress.
Students new to PLC in the Senior School may not be able to fulfil all criteria. A Pocket may still be awarded at the
Principal’s discretion.
PLC Community Handbook 2012
Awards Sect-15-6

CO-CURRICULAR DRAMA
Drama Awards are given as recognition for excellence and effort in Co-Curricular Drama. Badges are awarded to
students on the basis of participation. Badges also take into account the student’s attitude towards drama. Pockets
are awarded for outstanding skill in Year 11 and 12.
Drama Badges
These badges will be awarded in the following order:
Silver Badge:
This is presented to a Middle School student who has been involved in Co-curricular Drama.
Badges are awarded for each girl who:
• Displays an enthusiastic attitude and high level of commitment.
• Participates in all Drama performances available to them.
• Consistently performs to the best of her ability.
• Attends all Drama rehearsals. (Absences must be accounted for to the appropriate staff member with an
acceptable reason.)
Gold Badge:
This is presented to a Senior School student who has been involved in Co-curricular Drama.
Badges are awarded for each girl who:
• Displays an enthusiastic attitude and high level of commitment.
• Participates in all Drama performances available to them.
• Consistently performs to the best of her ability.
• Attends all Drama rehearsals. (Absences must be accounted for to the appropriate staff member with an
acceptable reason.)
• A high degree of personal involvement and reliability.
• Demonstrated ability to collaborate generously as an ensemble.
Please note: Badges may be skipped and new students do not have to receive a Middle School Badge in order to
achieve a Senior School Badge.
Girls don’t necessarily have to be enrolled in a Drama course to be eligible for an award.
Drama Pocket (Year 11 and 12)
A student in Year 11 or 12 may apply for a Drama Pocket the year after she is awarded a Gold Badge or at
the discretion of the Principal. In order to be considered for a Drama Pocket, students must complete an
application form. It is recommended that any student wishing to apply for a pocket should see the teacher in charge
half way through the year to discuss their progress. It is not expected that the student cease membership of their
ensemble after receiving a pocket.
Students will meet the following criteria:
• Commitment to Drama
The student must have attended all rehearsals required; absences must be accounted for to the appropriate staff
member with an acceptable reason. The student must have participated in at least two major school Drama
productions (outside of the Curriculum Productions). The student must demonstrate commitment to other members
of the cast and to Drama in general.
Note: Students new to PLC or not in a Drama course may not be able to fulfill these criteria. A pocket may still be
awarded at the Principal’s discretion.
• Service/Leadership
The student must be a positive role model to younger students and must be prepared to give their time in helping
younger students. A positive attitude should have been demonstrated across the various years of service to Drama.
The student should have demonstrated leadership, and have imparted this leadership to their peers in a positive
manner, having tolerance of a variety of standards of performance.
• Standard of Performance
The student must have a high standard of skill and technique in Drama. She should have the ability to perform at a
high level and should consistently perform at her personal best.
PLC Community Handbook 2012
Awards Sect-15-7

TECHNICAL PRODUCTION (PERFORMING ARTS)
Technical Production Badges
These badges will be awarded in the following order:
Silver Badge:
This is presented to a Middle School student who has been involved in Technical Production.
Badges are awarded for each girl who:
• Displays an enthusiastic attitude and high level of commitment to the technical production of College
Music, Drama and/or Dance events.
• Participates in all performances available to them.
• Consistently performs to the best of her ability and works harmoniously with the rest of the technical team.
• Attends all necessary rehearsals. (Absences must be accounted for to the appropriate staff member with an
acceptable reason.
Gold Badge:
This is presented to a Senior School student who has been involved in Technical Production.
Badges are awarded for each girl who:
• Displays an enthusiastic attitude and high level of commitment to the technical production of College
Music, Drama and/or Dance events.
• Participates in all performances available to them.
• Consistently performs to the best of her ability and works harmoniously with the rest of the technical team.
• Attends all necessary rehearsals. (Absences must be accounted for to the appropriate staff member with an
acceptable reason.
Please note: Badges may be skipped and new students do not have to receive a Middle School Badge in order to
achieve a Senior School Badge.
Girls don’t necessarily have to be enrolled in the Production class to be eligible for an award.
Technical Production Pocket
Students must nominate themselves for this award and fulfill all of the 3 criteria listed below. The appropriate form
must be completed and handed to the Director of Theatre Arts in order for the nomination to be considered. The
application will also be considered by the Drama Captain.
Criteria for Production Pocket
A girl in year 11 or 12 may apply for a Pocket when she has completed at least eighteen months service that
demonstrates her:
• Commitment to Production
The student must have attended all rehearsals required; absences must be accounted for to the appropriate staff
member with an acceptable reason.
The student must have participated in at least 4 PLC Drama and/or School productions. The student must
demonstrate commitment to other members of the cast and to Drama/Dance/Technical crew in general.
NB Students new to PLC or elite performers in the Senior School may not be able to fulfill these criteria. A pocket
may still be awarded at the Principal’s discretion.
• Service/Leadership
The student must be a positive role model to younger students and must be prepared to give their time in helping
younger students. A positive attitude should have been demonstrated across the various years of service to
Productions.
The student should have had a warm up or technical role, and have imparted this leadership opportunity to their
peers in positive manner, having tolerance of variety of standards of performance.
• Standard of Performance
The student must have a high standard of skill and technique in Drama/Dance/technical requirements. She should
have the ability to perform at a high level and should consistently perform at her personal best.
PLC Community Handbook 2012
Awards Sect-15-8

CO-CURRICULAR DANCE
Dance Awards are given as recognition for excellence and effort in Dance. Badges are awarded to students on the
basis of participation. Badges also take into account the student’s attitude towards Dance. Pockets are awarded for
outstanding skill and contribution to Dance in Year 11 and 12.
Pockets are awarded for outstanding skill and contribution to Dance in Year 11 and 12.
Dance Badges
These badges will be awarded in the following order:
Silver Badge:
These are awarded to Middle School members of Dance Company and of Dance Training Squad and/or Curriculum
Dance
Badges are awarded for each girl who:
• Displays an enthusiastic attitude and high level of commitment.
• Participates in all Dance performances available to them.
• Consistently performs to the best of her ability.
• Attends all Dance rehearsals. (Absences must be accounted for to the appropriate staff member with an
acceptable reason.)
Gold Badge:
These are awarded to Senior School members of Dance Company and of Dance Training Squad and/or Curriculum
Dance
Badges are awarded for each girl who:
• Displays an enthusiastic attitude and high level of commitment.
• Participates in all Dance performances available to them.
• Consistently performs to the best of her ability.
• Attends all Dance rehearsals. (Absences must be accounted for to the appropriate staff member with an
acceptable reason.)
Please note: Badges may be skipped, and new students do not have to receive a Middle School Badge in order to
achieve a Senior School Badge.
Girls don’t necessarily have to be enrolled in a Dance course to be eligible for an award.
Dance Pocket (Year 11 and 12)
A student in Year 11 or 12 may apply for a Dance Pocket the year after she is awarded a Gold Badge or at
the discretion of the Principal. In order to be considered for a Dance Pocket, students must complete an
application form. It is recommended that any student wishing to apply for a pocket should see the teacher in charge
half way through the year to discuss their progress. It is not expected that the student cease membership of their
ensemble after receiving a pocket.
Students will meet the following criteria:
• Commitment to Dance
The student must have attended all rehearsals required; absences must be accounted for to the appropriate
staff member with an acceptable reason. The student must have participated in at least four PLC Dance
productions. The student must demonstrate commitment to other members of the cast and to Dance in
general.
Note: Students new to PLC, not enrolled in the Dance Course or elite dancers in the Senior School may not be able
to fulfil these criteria. A pocket may still be awarded at the Principal’s discretion.
• Service/Leadership
The student must be a positive role model to younger students and must be prepared to give their time in
helping younger students. A positive attitude should have been demonstrated across the various years of
service to Dance. The student should have demonstrated leadership, and have imparted this leadership to
their peers in a positive manner, having tolerance of a variety of standards of performance.
• Standard of Performance
The student must have a high standard of skill and technique in a range of Dance genres. She should have
the ability to perform at a high level and should consistently perform at her personal best.
PLC Community Handbook 2012
Awards Sect-15-9

MUSIC
These are to be awarded to members of:
Concert Band 1, Concert Band 2, Bartok String Orchestra, Stravinsky String Orchestra, Stage Band,
Chamber Ensembles, Senior Pipe Band, Pipe Band 2, Chorale, Vocal Ensemble, Show Choir and PLC/Scotch
Symphony Orchestra
The awarding of Badges, Pockets and Honours exists to:
• Acknowledge consistent and outstanding service to ensembles over a substantial period of time.
• Enable students to develop outstanding playing and leadership skills and to show initiative.
• Provide a framework in which students are encouraged to be consistent, hard working and reliable members
of ensembles.
Music Ensemble - Silver and Gold Badges
Silver Badge - awarded to members of Middle School Ensembles only
Gold Badge - awarded to members of Senior Ensembles only
Badges are awarded for each ensemble student who:
• Attends all rehearsals.
• Attends all scheduled performances.
• Consistently performs to the best of their ability.
• Displays appropriate rehearsal and performance behaviour.
• Shows improvement in their playing skills.
• Completes one full year of service.
Music Ensemble Pocket
A student in Year 11 or 12 may apply for a Music Ensemble Pocket the year after she is awarded a Gold Badge or at
the discretion of the Principal. In order to be considered for a Music Ensemble Pocket, students must complete an
application form. It is recommended that any student wishing to apply for a pocket should see the teacher in charge
half way through the year to discuss their progress. It is not expected that the student cease membership of their
ensemble after receiving a pocket.
Students will meet the following criteria:
• Commitment to the Ensemble
The student must have attended all rehearsals and performances throughout the year. Absences must be
accounted for to the appropriate staff member with an acceptable reason. The student must
demonstrate a strong commitment to the ensemble showing enthusiasm, generousity and cooperation.
• Service/Leadership
The student must be considered to be a positive role model for younger students. She should be prepared to
give up her time to help younger students and to be positive and helpful at all times. The Pocket is normally
awarded after two years of service to the Ensemble. Students new to PLC in later years of the Senior
School may not be able to fulfil this criteria but may still apply for a Pocket at the Principal’s discretion.
• Standard of Performance
The student should demonstrate that she had practised sufficiently to reach a high standard of
performance. Her standard should have improved significantly during her years in an Ensemble.
These criteria are assessed based on exceeding what is normally required from an ensemble member.
Music Participation Pocket
A Music Participation Pocket may be awarded to a girl who achieves a Gold Badge in three different Ensembles.
Music Honours Pocket
A Music Honours Pocket may be awarded to a girl who has achieved a Music Ensemble Pocket in three different
ensembles. Music Honours and Participation Pockets are not awarded automatically but given at the discretion of
the Principal.
PLC Community Handbook 2012
Awards Sect-15-10

PLC SERVICE LEADERSHIP AWARDS
All School programme – open to Years 7 to 12
Although it should never be the purpose or aim of any student to seek awards or rewards of any kind for
participating in volunteer work, it is nevertheless important from the College and community point of view that we
recognize the achievement and effort, in the same way as we recognize achievement and effort, in other areas of
College life. Celebrating service commitment builds belief in others that they too can make a difference.
PLC students are required to submit to Student Services their ongoing involvement in service. Our strong culture of
service is noted on school reports and Year 12 Certificates of Achievement to support post secondary and industry
applications.
“It’s measured against our graduate qualities such as life-long learning, problem solving, communication skills,
international perspective, those things that employers all say they want in graduates.
(Boosting graduate employability) is all part of it, we won’t deny that, but also I hope it’s about developing an
ethical and social awareness for students outside their narrow discipline boundaries.”
Professor Peter Lee
Vice Chancellor, Southern Cross University
More importantly, our strong service culture builds on the essential development of our students’ personal resilience,
contentment and sense of purpose in their lives.
These Community Service Awards are available to all students. The levels of achievement will be significant, as
they will reflect the importance and effort attributed to many hours of unselfish generosity and service. Reflection
journals and shared stories will be an essential part of this experience and Award process.
Criteria
(Refer to Service Record Log when commencing)
MYP Service Award bookmark (see page 25)
• Years 7-9 complete 6 hours
• Complete each/every year for Semester 1, Term 2 reports
Service Certificate – Open to Years 7-12
This award is available to any student who has:
• Completed and recorded a minimum of 30 hours of community service
• Competed two reflection journals
Silver badge – Open to Years 7-12
This award is available to any student who has:
• Completed and recorded a minimum of 60 hours of community service
• Completed a further two reflection journals to complete a total of four reflections
Gold badge – Open to Years 7-12
This award is available to any student who has:
• Completed and recorded a minimum of 90 hours of community service
• Completed a further two reflection journals to complete a total of six reflections.
Service Pocket – Open to Years 7-12
This award is available to any student who has:
PLC Community Handbook 2012
Awards Sect-15-11

Service Pocket – Open to Years 7-12
This award is available to any student who has:
• Completed and recorded a minimum of 140 hours of community service
• Completed essay to a high level
• Received Gold Badge award
• Demonstrated, in liaison with Community and Service Learning, leadership in planning/coordinating a
service project/club that encourages student involvement and action.
Applying for Awards – see Service Record Log
Students are responsible for applying in writing to receive the above awards. The application process may be
collected from Student Services Reception.
Year 12 students applying for Awards need to be aware that applications close at the end of Term 3.
Recording of Hours – see Service Record Log
Ensure you record your hours and have them validated as soon as you complete your activities.
Service Immersion Tours
Only hours involved in giving direct service whilst on tour can count plus fundraising events in direct support of
these activities.
Fundraising Events
For events that involve a direct active service component you can record the hours from start to finish (eg. City to
Surf; Million Paws Walk; Great Bike Ride; Relay for Life).
Participation in the 40 Hour Famine is given a ‘capped’ total of four hours for your records.
Inter-House Activities
The school provides a wide range of co-curricular activities that vary from year to year according to the girls’
interest and support. In the Middle and Senior Schools there is also the opportunity for the girls to be involved in
the many Inter-House competitions that go towards the Arts Shield.
Inter-House Activities
• Debating
• Public Speaking
• Performing Arts
• Theatre Sports
• Creative Arts
• Choir
• Sports
There are six Houses: Baird, Carmichael, Ferguson, McNeil, Stewart and Summers House.
The Houses are awarded points for these activities which are accumulated for the House Arts Shield. On an
individual level students may be given House points for their participation in House Arts activities which are
accumulated for a House Emblem, House Distinction or House Honours Pocket.
PLC Community Handbook 2012
Awards Sect-15-12

Inter-House Activities
The school provides a wide range of co-curricular activities that vary from year to year according to the girls’
interest and support. In the Middle and Senior Schools there is also the opportunity for the girls to be involved in
the many Inter-House competitions that go towards the Arts Shield.
Criteria for House Emblems
To obtain an House Emblem new girls entering the School have to earn:
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
34 points
30 points
24 points
18 points
12 points
6 points
Once a girl obtains her House Emblem, they have to earn a second lot of 30 points to get their House Distinction and
a third lot of 40 points to obtain a House Honours.
Year 7s and 8s do not get points for House Activities during school time. (ie Volleyball, Cricket, etc)
Inter-house Arts Activities
House Points
Debating 1 point for participation in Round 1
1 point for participation in Round 2
1 point for participation in Round 3
Public Speaking 1 point for participation in Round 1
1 point for participation in Round 2
1 point for participation in Round 3
Maximum of 3 points for a student entering the 3 rounds
Theatre Sports Cheerleaders 1 point
Actors 2 points
Arts Day
Choir
Creative Arts
Performing Arts
2 points for participation
2 points for conductor
2 points for accompanist
1 point for participation
2 points for participation in 3 or more sections
1 point for participation
2 points for participation in 3 or more sections
Inter-house Sports Activities
Swimming
Diving
Athletics
Other Sports
1 point for participation in 1 or 2 events
2 points for 3 or more events
2 points for participation
1 point for participation in 1 or 2 events
2 points for 3 or more events
Such as Netball, Tennis, Volleyball etc
1 point
PLC Community Handbook 2012
Awards Sect-15-13

SCHOOL SUPPORT GROUPS
The PLC community includes a number of support groups who work in harmony with the School and the School
Council to foster, promote and enrich the work of the College.
PARENTS’ COMMITTEE
The Parents’ Committee represents parents of all students at the School and aims to involve parents in activities
organised by the School or by the various support groups. A committee is elected early in the School year. Monthly
evening meetings are held, to which any interested parent is invited. The Parents’ Committee Constitution is available
from the Community Relations office.
The Parents’ Committee nominates two parents to act as voting members of the School Council and the President of
the Parents’ Committee attends as a non-voting member.
The annual subscription fee will be included in the first account for the year. Payment of this item and membership of
the Committee is optional.
As your youngest daughter comes to the end of her years at PLC, you will be invited to continue your strong links with
the School community by becoming an Associate Member of the Parents’ Committee.
BACK2VIEW
Back2View was formed to enable parents of former PLC students to keep in touch with each other and with the activities
of the School. There is no membership fee and any past parent is welcome to add their name to the Back2View register
by contacting the Community Relations Office. Back2View falls under the umbrella of the Parents’ Committee.
Back2View, which changed its name in 2007, was originally called Club13.
PLC AUXILIARY
The PLC Auxiliary, which changed its name in 2006, was originally called the Mothers’ Auxiliary (formed in 1966).
The PLC Auxiliary’s main role is to foster friendship and communication amongst parents of the School by providing
hospitality at various functions and by organising Year group functions and the annual Country Luncheon. The
Auxiliary also holds special fundraising events such as the annual Open Garden Day.
Office bearers for the following year are elected at the end of the previous year and open meetings are held in the
Boarders’ Sitting Room on a Monday morning each month during school terms as shown in the School Calendar.
PLC OLD COLLEGIANS’ ASSOCIATION
Former students are warmly encouraged to join the Old Collegians’ Association. It is a means of keeping in contact
with the School and with other former students and there are opportunities to continue helping the School and its
present students. The Tartan News, containing news of Old Collegians, is part of the magazine BLACKWATCH which
is posted to former students twice each year.
Money raised through Life Membership fees and fundraising is used to assist the School by providing annual bursaries
and prizes, donations to libraries and other areas of the School, as well as a gift to each Year 12 student.
Other opportunities to help the School occur through the nominations to the College Council and through use of
former student expertise in such School programmes as career advice to students.
The Life Membership subscription will be included in the last School account for the year of girls in Year 12. Payment
of this item and membership of the Association is optional.
PLC Community Handbook 2012
Support Groups Sect-16-1

ARGYLE CLUB
Parents of current PLC Rowing students are automatically deemed to be members of the Argyle Club. This is a parent
support group that works to fundraise and hold social events during the girls’ (winter) Rowing season. Past Rowers
and their parents can continue the strong links with PLC Rowing by becoming financial members of the Club after
their daughter/s have left PLC.
FRIENDS OF MUSIC
Friends of Music comprises parents of PLC Music students who assist the Director of Music Performance and the
Music Department in a variety of ways such as transporting instruments and students to concerts, repairing musical
instruments, attending music camps and so on. A Music Parent Representative sits on the Committee of the PLC
Auxiliary and the Parents’ Committee.
FRIENDS OF THE LIBRARY
This group comprises members of the PLC community with a friendly interest in the improvement of library service
(both Junior and Senior Libraries) by supporting in any way possible.
Friends of the Library can become members of the PLC Parent Literature Circle (Book Club) which is held once a
Term.
FRIENDS OF BOARDING
Friends of Boarding meets once each Term and all parents of boarders are invited. In Term 1 this meeting takes place
after the long weekend and Term 2, 3 and 4 it is held on the first day back into the Boarding House. Representative
parents for each Year group act as advisers to other parents or as a liaison between parents and the Boarding House on
issues of concern. At the annual Boarders’ Market Day parents sell country produce to raise funds for ‘extras’ in the
Boarding House.
FRIENDS OF THEATRE ARTS
Friends of Theatre Arts comprises parents of PLC Theatre Arts’ students who assist the Director of Theatre Arts and
the Theatre Arts Department.
PLC Community Handbook 2012
Support Groups Sect-16-2

JUNIOR SCHOOL
Welcome to the Junior School
Organisational Structure
PLC is a Pre-Kindergarten to Year 12 School and as such, can provide a wealth of resources that are available to
all students. Because we are situated in Peppermint Grove and close to the river, our School is in a tranquil and
established environment. Junior, Middle and Senior Schools are located on the one campus, which allows for access
to all facilities.
Kindergarten to Year 6 is located within the Junior School which has been specifically designed as an open, flexible
learning environment. Pre-Kindergarten and Out of School Hours Care are located in the Summers House. The Junior
School campus also includes the Library, a fully equipped kitchen, learning enrichment, bright open court areas and
Art classrooms. In addition to our own extensive resources, we have access to the Hazel Day Drama Centre, the
Heather Barr Chapel, the Hugh Baird Sports Centre, a 25 metre swimming pool and the new Swim and Recreation
Centre, extensive Music Department and the Senior School Library. Before school supervision and after school care
is available from 7.30 to 8.15 am and from 3.00 to 6.00 pm.
Entry to the Junior School is from McNeil Street, east of View Street.
PLC Junior School
McNeil Street Peppermint Grove
PLC Community Handbook 2012
Junior School Sect-17-1

Presbyterian Ladies’ College is a Uniting Church school committed to educational excellence that gives Pre-
Kindergarten to Year 6 children confidence to lead purposeful lives and make a contribution towards the common
good.
In 2006 the Junior School at PLC gained authorisation as an IB World School. The following section in the IBO
Mission Statement encapsulates what we believe:
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understanding and respect.”
The International Baccalaureate Primary Years Programme (PYP) is designed for students aged 3 to 12. It is
a transdisciplinary programme of international education designed to foster the development of the whole child,
touching hearts as well as minds. It encompasses social, physical, emotional and cultural needs in addition to academic
development.
At PLC the PYP is used from Pre-Kindergarten to Year 5. Students in Year 6 commence the Middle Years Programme
(MYP). The PYP draws on research and best practice from a range of national systems with a wealth of knowledge
from international schools to create a relevant, engaging, challenging and significant educational framework.
Profile of an IB Learner
IB programmes aim to develop internationally minded people, who, recognizing our common humanity and shared
guardianship of the planet, help to create a better, more peaceful world. IB learners strive to be:
• Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and
show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout
their lives.
• Thinkers - They exercise initiative in applying thinking skills critically and creatively to pose and approach complex
problems, and make reasoned, ethical decisions.
• Communicators - They understand and express ideas and information confidently and creatively in more than one
language and in a variety of modes of communication. They work effectively and willingly in collaboration with
others.
• Risk takers - They approach unfamiliar situations and uncertainty with courage and forethought, and have the
independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their
beliefs.
• Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In doing so, they
acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
• Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity
of the individual, groups and communities. They take responsibility for their own actions and the consequences that
accompany them.
• Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal
commitment to service and act to make a positive difference to the lives of others and to the environment.
• Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the
perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and
evaluating a range of points of view, and are willing to grow from the experience.
• Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal wellbeing
for themselves and others.
• Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and
understand their strengths and limitations in order to support their learning and personal development.
PLC Community Handbook 2012
Junior School Sect-17-2

Six Transdisciplinary Themes
There are six transdisciplinary themes of global significance that provide the framework for exploration and study:
• Who we are
• Where we are in place and time
• How we express ourselves
• How the world works
• How we organise ourselves
• Sharing the planet
Teachers are guided by these six transdisciplinary themes as they design units of inquiry that both transcend and
articulate conventional subject boundaries.
The programme can be illustrated by a hexagon with the six transdisciplinary themes surrounding six subject areas:
• Language
• Social studies
• Mathematics
• Arts
• Science and technology
• Personal, social and physical education
The themes and subject areas outlined above form the knowledge element of the programme. Five essential elements
(concepts, knowledge, skills, attitudes, action) appear at the center of the hexagon.
SHARING
THE PLANET
WHO WE ARE
Language
Personal, social and
physical education
ACTION
WRITTEN CURRICUM
CONCEPTS
Social studies
HOW WE
ORGANISE
OURSELVES
Science
ATTITUDES
ASSESSED CURRICULUM
TAUGHT CURRICULM
SKILLS
Mathematics
WHERE
WE ARE IN
PLACE AND
TIME
Arts
HOW THE
WORLD WORKS
HOW WE
EXPRESS
OURSELVES
Primary Years Programme (PYP) Attitudes
While recognising the importance of concepts, knowledge and skills, the PYP believes that these alone do not make an
Inquiry Learning
internationally educated person. It is vital that we also focus on the development of positive attitudes towards people,
towards the environment and towards Inquiry, interpreted learning. the broadest The sense, following is the process initiated Attitudes by the students are or the explicitly teacher addressed within the curriculum
that moves the students from their current level of understanding to a new and deeper level of
and the students reflect on, and understanding. assess their application of them, in tasks and activities within their Inquiries.
Inquiry Learning may involve these aspects:
• Exploring, wondering questioning
Appreciation Appreciating the wonder and beauty of the world and its people.
• Experimenting and playing with possibilities
Commitment Being committed • Making to their connections learning, between previous persevering learning and current and learningshowing self-discipline and responsibility.
• Making predictions and acting purposefully to see what happens
Confidence Feeling confident in their ability as learners, having the courage to take risks, applying what they have
• Collecting data and reporting findings
learned and making appropriate • Clarifying decisions existing ideas and reappraising choices. perceptions of events
• Deepening understanding through the application of a concept
Co-operation Co-operating, collaborating and leading or following as the situation demands.
• Making and testing theories
Creativity Being creative and • imaginative Researching and seeking in information their thinking and in their approach to problems and
dilemmas.
PLC Community Handbook 2012
Junior School Sect-17-3

Curiosity Being curious about the nature of learning and of the world, its people and cultures.
Empathy Imaginatively projecting themselves into another’s situation, in order to understand her
thoughts, reasoning and emotions.
Enthusiasm Enjoying learning.
Independence Thinking and acting independently, making their own judgments based on reasoned principles and
being able to defend their judgments.
Integrity Having integrity and a firm sense of fairness and honesty.
Respect Respecting themselves, others and the world around them.
Tolerance Feeling sensitivity towards differences and diversity in the world and being responsive to the needs of
others.
EARLY LEARNING CENTRE
The Overarching Philosophy
In keeping with our Statement of Purpose we are committed to educational excellence in the early years. Self worth,
knowledge, skills and independent learning strategies are promoted through a challenging academic programme,
leading educational practice and warm, responsive relationships.
A collaborative approach exists involving parents, staff and other professionals in identifying and addressing needs
and promoting optimum learning outcomes.
The learning environment is welcoming, inspiring and inviting of participation and enjoyment.
Play and exploration are acknowledged as a rich source of learning.
Flexibility is a key element.
Diversity of learning styles and intelligence are celebrated and accommodated.
Learning is made visible through documentation in a variety of media.
Children learn in a holistic way and this is reflected in an integrated approach to curriculum.
Foundations are laid for developing thinking skills and the PYP student profile such as risk-taking, reflection,
persistence and creative and critical thinking.
Curriculum is inclusive of physical, emotional, social, intellectual, creative, moral and aesthetic development.
The development of relationships and improved student learning is facilitated by the quality of interaction.
Students are guided by a team of teachers and assistants with a combined wealth of experience, a depth of knowledge
and a passion for early childhood education.
Learning takes place in light, bright and well resourced environments that include communication technologies,
indoor and outdoor spaces, and access to the resources of the whole School and the local community.
PLC Community Handbook 2012
Junior School Sect-17-4

OUR PHILOSOPHY OF CARE
Care of the Individual Child
In the Early Childhood Centre, we are committed to support children to develop to their potential in their social,
emotional, moral, cognitive and physical growth. We are committed to enhancing children’s self-esteem through daily
interactions, developmentally appropriate experiences, and relationships based on mutual trust and respect. Further,
we honour the child’s right to play in acknowledgement of the major contribution of play to development, in a safe
and stimulating environment.
Care of the Community Member
We aim to equip the children with life skills and resilience that will enable them to cope with the ever-changing nature
of society and experience fulfilling and rewarding participation within their community. We provide opportunities for
them to work together co-operatively, to explore human relationships and to practice nonviolent conflict resolution
strategies. We encourage independence and taking responsibility for oneself.
Care of the Family Member
We strive to develop a positive, supportive relationship with families based on open communication and sharing of
knowledge, skills and our environment. We consider each family unique in its structure, culture and values, and respect
the special relationship between children and their families. We have a commitment as a staff to increasing parental
involvement in the learning journey of the children in our care. Through our discussion, documentation of work,
invitations to share in our every day activities and the regular organisation of parental workshops and information
evenings, we aim to create a partnership between children, their families and the School. We believe that a child’s
overall development will be enhanced by families and staff working in a collaborative way.
Care of the Environment
The Centre aims to maintain an environment of beauty and inspiration. We encourage all community members to
value and care for our School. We aim to develop and implement environmentally sound practices that recognize our
individual and collective responsibility to protect and preserve the environment, and to foster in children an ongoing
commitment to caring for the world in which they live.
THE EARLY CHILDHOOD CURRICULUM
The curriculum is flexible and progressive. It is balanced and constantly evolving and embraces the Primary Years
Programme, the Early Years Learning Framework and the Australian National Curriculum. In Pre-Kindergarten and
Kindergarten we report against the - developmental domains:
• Cognitive
• Social and Emotional
• Physical
• Aesthetic
• Language
The curriculum framework covers eight broad Learning Areas:
• The Arts
• English
• Health and Physical Education
• Languages Other than English
• Mathematics
• Science
• Humanities
• Technology and Enterprise
In Pre-Kindergarten and Kindergarten students complete four Units of Inquiry. In Pre-Primary, Year 1 and Year 2, six
Units of Inquiry are explored during the year.
PLC Community Handbook 2012
Junior School Sect-17-5

The staff in our Early Learning Centre take time to observe and listen to children to find out what individuals and groups
of children find interesting, exciting, stimulating, puzzling and challenging. As a team of trained Early Childhood
professionals and specialist teachers, we work with this information to plan an integrated curriculum.
PLC operates an extensive Buddies programme as an integral part of the programme. The programme provides
opportunities for collaboration and consolidation of skills and key understandings, whilst strengthening the sense of
whole School Community.
We provide children with developmentally appropriate early childhood experiences that stimulate learning in all
developmental areas. Children are therefore learning the knowledge, skills and attitudes of the key learning areas of the
Australian National Curriculum Framework for Western Australia and the PYP through activities that are meaningful
and relevant to their own lives.
We provide an atmosphere that will facilitate a balance between teacher initiated and directed learning and that which
is child-initiated, child-directed and teacher-supported. All activities are geared around the individual needs of all the
children participating in the programme.
HOW DO WE SEE THE CHILD
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred, always a hundred
ways of listening,
of marvelling, of loving,
a hundred joys
for singing and understanding.
A hundred worlds
to discover,
a hundred worlds
to invent,
a hundred worlds
to dream.
The child has a hundred languages
(and a hundred hundred hundred more)
but they steal ninety nine.
The School and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to think without hands
to do without head
to listen and not to speak
to understand without joy
love and marvelling
only at Easter and Christmas.
They tell the child:
to discover the world already there
and of the hundred languages
they steal ninety nine
forcing thought without a body,
action without a mind.
They tell the child:
that work and play
reality and fantasy,
science and imagination,
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child knows:
The Hundred is there.
Loris Malaguzzi
PLC Community Handbook 2012
Junior School Sect-17-6

PROFESSIONAL PRACTICE
As a professional team, we continuously debate and evaluate past and current educational philosophy and practices.
We are committed to exploring the ideas and teaching strategies of the PYP and the Reggio Emilia approach to
learning and we integrate these into our curriculum. Rather, we have a collegiate approach. We take the best of theory
and practice from a variety of philosophies, acknowledge and value the range of experience and skills of our staff and
create our own unique programmes to suite the needs of the students of PLC.
EARLY CHILDHOOD FACILITIES
The Early Learning Centre
Pre-Kindergarten is located in Summers House.
The Early Learning Centre is downstairs in the main School building. Here are the Kindergarten
and Pre-Primary classrooms. Years 1 and 2 are located near Junior School Reception.
Our School has an inviting, comfortable and welcoming environment. We are constantly striving to make our learning
spaces an extension of home where children feel loved, accepted, relaxed, secure and safe. The Early Learning Centre
is set up with young children in mind. Children have easy access to all facilities in the Junior School including
the Library, Swim and Recreation Centre and shared spaces. Year 2 also access the Junior School Art rooms. A lift
provides wheelchair access to all levels.
The Three Way Team
When a child arrives at School, they arrive with all the experiences that they have had to date. They have a wealth of
knowledge, a wealth of ability, and a wealth of needs. At PLC we recognise that we have a responsibility to cater for
each child as they are, in their place in this world. A significant part of that place is the family and so we recognise the
importance of the communication within the three-way team. Parents, teachers and students all have a fundamental
interest in the education of the whole person. By working together we can optimise the opportunities that are available
to the children in our School.
The Pre-Kindergarten School Day
Pre-Kindergarten operates from 8.30am to 12.00pm Monday to Thursday. Children should be at school by 8.30am,
ready to start their day. They must be brought into the classroom by parents or carers and signed in. Parents are most
welcome to stay for a while to play with or read to their child. We strive for a calm start and parents are encouraged
to talk to the Pre-Kindergarten teacher if any difficulties are experienced with starting school. Pre-Kindergarten
children need to be signed out at 12.00 pm, therefore parents and carers are requested to collect the children from their
classroom.
Details of the day are provided at the Parent Information Workshops held at the commencement of the School year.
Parking is available in the first eight bays on either side of the Junior School carpark for drop off and pick up.
The School Day for Students in Kindergarten to Year 2
PLC runs a cyclical timetable with each cycle being two weeks. The educational programme commences at 8.30 am
for all classes from Kindergarten. As children need to be ready for the start of the day by 8.30 am, they should arrive
at school no later that 8.20 am. A calm start to the day is important.
Children in the Kindergarten and Pre-Primary classes are supervised from 8.15 am onwards. Staff supervise the drop
off slipway from 8.15 am to 8.30 am. Parents are asked to accompany children into the building before and after this
designated drop off period rather than allowing them to walk unaccompanied into the Centre. Class teachers will
advice parents when a roster has been prepared. We welcome all parents of Kindergarten and Pre-Primary children to
come and spend time in the mornings with their child and their class teacher.
PLC Community Handbook 2012
Junior School Sect-17-7

Children in Year 1 and Year 2 are expected to be at School by 8.20 am to allow time for organising lunches, notes etc.,
before the formal start to the day at 8.30 am.
Bathroom Arrangements
Each learning space in the Early Learning Centre has toilet and shower facilities within easy reach. These facilities
are available to children at all times.
We request that Pre-Kindergarten, Kindergarten and Pre-Primary children have spare underwear available in their
school bags at all times. In the event of accidental wetting of children’s clothing, they will be dressed in spare PLC
uniform items that can be worn home, washed and returned to School the next day. It is a requirement that all children
are toilet trained when they commence at PLC.
Collection Times
Pre-Kindergarten children are to be collected at 12.00 noon from their classroom. Kindergarten children are to be
collected at 2.50 pm from their classroom. Pre-Primary and Year 1 students are to be collected at 3.00 pm from the
slipway. A staff member is on duty until 3.40 pm. After this time the children are taken to Out of School Hours Care.
Food
Students are required to bring a named plastic food container with a healthy selection of food for snack time at mid
morning and lunch if they are remaining for the full school day. All students require a drink bottle. Water is available
at all times. Parents are asked to adhere to the School’s Food Policy.
Please be aware that we do have students in the School with severe food allergies. Class teachers will advice if any
students are at risk.
Junior School Canteen
Students in the Early Learning Centre may order their lunch from the Junior School Canteen. Summer and Winter
menus contain a variety of healthy foods that are sold at School. All orders should be written out and paid for and
placed in the canteen basket in your child’s classroom. Meals and snacks will be delivered to the classrooms.
Only students in Years 1 onwards may go to the Canteen at recess. Menus are available from Junior School Reception.
PRE-KINDERGARTEN, KINDERGARTEN, PRE-PRIMARY AND YEAR 1 SUMMER AND WINTER UNIFORM
Pre-Kindergarten, Kindergarten, Pre-Primary and Year 1
Summer uniform
Winter uniform
PLC polo shirt
PLC rugby top
PLC navy shorts (boys)
PLC polo shirt
PLC pinafore (girls)
Navy fleecy track pants OR pinafore
White T-shirt under pinafore (optional)
White sport socks
Sports cap with flap
White or navy skivvy under pinafore
White sport shirt (Year 1 only) Cardigan
Coloured House shirt (Year 1 only)
Black knee-high socks, black tights
Navy swim shorts (Year 1 only) White sport shoes
PLC Rash vest (Year 1 only) Black lace-up or plain black single
White sport shoes
strap and buckle
Navy sandals
Navy or tartan hair ribbon or
White hair ribbon or scrunchie
scrunchie
Other Items
School bag
Book bag (for home readers)
Library bag
Art smock
PLC Community Handbook 2012
Junior School Sect-17-8

Year 2
Summer uniform
PLC skirt
PLC blouse
PLC Panama hat
White ankle socks
Black lace-up shoes
White hair ribbon or scrunchie
Sport cap with flap
PLC sport shorts
White sport shirt
Coloured House shirt
White sport shoes
Winter uniform
PLC skirt
PLC blouse
PLC beret
PLC jumper
PLC blazer
Knee-high black socks, black tights
Black lace-up shoes
PLC track suit
Navy or tartan hair ribbon or
scrunchie
PLC rash vest + navy swim shorts
Other Items
School bag
Nylon sports bag
Library bag
Please label all items of clothing clearly, including shoes, socks and hat.
PLC Community Handbook 2012
Junior School Sect-17-9

YEARS 3 – 6
Children in these years begin to see themselves as members of the larger community, both at School and in general.
Their ability to build social skills and work collaboratively is increasing and opportunities to develop in these areas are
paramount. They are encouraged to accept increased responsibility for self, peers and the environment.
Children are keen to explore their world on all levels and so provision is made for the exploration of the physical, social,
technological and cultural world, in a safe, structured and flexible learning environment. They are more accomplished
at reflecting on their learning and then setting new goals, to reach the next developmental level. Their ability to pose
questions and critically evaluate information is developed to equip them for a world where information is so readily
available yet not always accurate.
Children in these years are acquiring the skills to learn, including more advanced numeracy and literacy skills, so that
they have the ability to adapt in a world where nothing is certain.
Children of today will face a world that is very different to the one that they live in now. At PLC, we recognise this and
accept responsibility for developing the individual child to be ready for change and to be life long learners.
CURRICULUM INFORMATION
At PLC we teach to the Primary Years Programme of the International Baccalaureate Organisation that we
blend with State and national requirements.
By utilising the Australian National Curriculum Framework document in planning (Pre-Primary to Year 6) alongside
the PYP transdisciplinary themes, we can provide a learning situation that recognises the need for continuity, individual
differences and integration of learning areas.
We use the curriculum documents from ACARA (Australian Curriculum, Assessment and Reporting Authority)
syllabus documents of the Department of Education and Training in Western Australia in addition to the Curriculum
Framework. In Mathematics and English our curriculum documentation is based on Australian Curriculum. The
explicit teaching of Literacy and Numeracy is blended with skills underpinning the PYP.
Those skills include:
Thinking
Social
Communication
Self-management
Research
PLC Community Handbook 2012
Junior School Sect-17-10

How we express ourselves
An inquiry into the ways in which
we discover and express ideas,
feelings, nature, culture, beliefs
and values; the ways in which we
reflect on, extend and enjoy our
creativity; our appreciation of
the aesthetic
Where we are in place and time
An inquiry into orientations in
place and time; personal histories;
homes and journeys; the
discoveries, explorations and
migrations of humankind; the
relationships between and the
interconnectedness of individuals
and civilizations, from local and
global perspectives
How the world works
An inquiry into the natural world
and its laws; the interaction
between the natural world
(physical and biological) and
human societies; how humans use
their understanding of scientific
principles; the impact of
scientific and technological
advances on society and on the
environment
How we organize ourselves
An inquiry into the
interconnectedness of humanmade
systems and communities;
the structure and function of
organizations; societal decisionmaking;
economic activities and
their impact on humankind and
the environment
Who We Are
An inquiry into the nature of the
self; beliefs and values; personal,
physical, mental, social, and
spiritual health; human
relationships including families,
friends, communities, and
cultures; rights and
responsibilities; what it means to
be human
3. How we express ourselves
Central Idea:
We are informed and educated
through literature.
Pre-Kindergarten 2. Who We Are
Central Idea:
Discovering the world using our 5
senses allows us to know more
about others and ourselves.
Inquiry into:
• Stories are told in many ways.
• Stories are shared in
different cultures
• We respond to stories in
different ways.
Inquiry into:
• Using the five senses allows
us to interact with and
understand the world
• How people cope with the loss
of sense/s
Key Concepts:
Reflection
Perspective
Key Concepts:
Form
Function
Connection
4. How the world works
Central Idea:
Patterns can be natural and
human-made.
Inquiry into:
• Patterns occur in the
natural world
• Patterns can be seen in daily
and seasonal cycles
• Humans are inspired to
create their own patterns
Key Concepts:
Change
Causation
Related Concepts:
Cycles
Interaction
1. How we organize ourselves
Central Idea:
Individuals unite to create a
school community.
Inquiry into:
• Our classroom community
• Our responsibilities within our
school community
• School communities around
the world
Key Concepts:
Form
Connection
Responsibility
Related Concepts:
Citizenship
Cooperation
Related Concepts:
Communication
Diversity
Related Concepts:
Communication
How we express ourselves
4
Central Idea:
People express their ideas using a
variety of art forms.
Kindergarten Who We Are
1
Central Idea:
People are unique and special
relationships develop.
Inquiry into:
• Materials have different
properties and uses
• Artistic expression
communicates ideas
• People respond to art in
different ways
Inquiry into:
• Our identity and
relationships with others
• Our responsibilities within
our relationships
• Ways to maintain and
improve these relationships.
Key Concepts:
Reflection
Perspective
Key Concepts:
Connection
Function
How the world works
2
Central Idea:
Plants are vital for our planet’s
health
Inquiry into:
• Plants provide for us and
other living things
• The structure of a plant
• Caring for plants
Key Concepts:
Form
Connection
Responsibility
Related concepts:
Interdependence
Climate
Sharing the planet
An inquiry into rights and
responsibilities in the struggle to
share finite resources with other
people and with other living
things; communities and the
relationships within and between
them; access to equal
opportunities; peace and conflict
resolution
Sharing the planet
3
Central Idea:
We share the planet with many
different animals.
Inquiry into:
• Ways that animals change
and grow
• Compare and contrast how
animals give birth to their
young
• The diverse ways people
interact with animals in the
community
Related Concepts:
Properties and uses of materials
Key Concepts:
Form
Change
Related Concepts:
Identity
PLC Community Handbook 2012
Junior School Sect-17-11
JS POI _ 2012 tables.docx Page 1 of 5

Roles Communication Related Concepts:
Animals
Diversity
Sharing the planet
How we organize ourselves
How the world works
How we express ourselves
Where we are in place and
time
4
Central Idea:
An ecosystem is a community that
can sustain life.
6
Central Idea:
Forms of communication are part
of human-made systems.
3
Central Idea:
Simple machines can be used
transfer force, which makes our
lives easier
5
Central Idea:
People recognise important events
through celebrations and
traditions
1
Central Idea:
Documenting personal histories
allows us to reflect on and
celebrate who we are and where
we’ve come from
Pre-Primary Who We Are
2
Central Idea:
We belong to small communities
within larger communities
Inquiry into:
• The main components of an
ecosystem
• Similarities and differences
between ecosystems
• The factors that disrupt the
natural balance
Inquiry into
• The methods and means of
communication
• How communication has
changed over time
• What people need to
communicate about
Inquiry into
• The types of simple machines
• How simple machines are used
to transfer force
• The use of simple machines in
our own inventions
Inquiry Into:
• What traditions are
• How and why people
celebrate
• Similarities and differences
between various celebrations
Inquiry into:
• The elements of a community
• The purpose of communities
• The roles and responsibilities
associated with belonging to a
community
Inquiry Into:
• Ways of documenting personal
histories
• Personal change from birth to
present: self and family
• Reflecting on past experience
Key Concepts:
Connection
Responsibility
Reflection
Key Concepts:
Change
Function
Key Concepts:
Form
Causation
Key Concepts:
Form
Perspective
Key Concepts:
Form
Function
Causation
Key Concepts:
Change
Reflection
Related Concepts:
Communication
Chronology
Related concepts:
Belief
Culture
Values
Related Concepts:
Citizenship
Related Concepts:
Ecosystems
Conservation
Interdependence
Related Concepts:
Mechanics
Properties and uses of materials
Related concepts:
Development (growth)
Family
Sharing the planet
How we organize ourselves
How the world works
How we express ourselves
5
Central Idea:
People interact with, use and
value the natural environment in
different ways
6
Central Idea:
The organisation of an event
relies on different parts fitting
together
4
Central Idea:
All living things go through a
process of change
2
Central Idea:
Stories, both oral and written,
express cultural beliefs and
values.
Where we are in place and time
3
Central Idea:
Museums are places used to
exhibit and share historical,
scientific and cultural artefacts.
Year 1 Who We Are
1
Central Idea:
Homes reflect personal identity
and local culture
Inquiry into:
• Local natural environment
• Human use of the
environment
• Actions that benefit o
harm the local environment
Inquiry into:
• What parts make up a
production
• How each of the parts in a
production fit together
• How we can organise the
parts to fit together
Inquiry into:
• Life cycles of animals and
plants
• How living things change over
their life time
• Developmental stages of
various living things
Inquiry into:
• The different ways stories
can be shared
• The elements of a good story
• The differences in stories
from various cultures
Inquiry into:
• The common features of
artefacts
• The ways in which museums
serve the community
• The sharing of artefacts
among cultures.
Inquiry into:
• The concept of home
• Different types of homes
• Circumstances that
determine where people live
Key Concepts:
Form
Causation
Perspective
Key Concepts:
Causation
Responsibility
Reflection
Key Concepts:
Form
Causation
Key Concepts:
Change
Connection
Key Concepts:
Perspective
Reflection
Connection
Concepts
Perspective
Function
Related Concepts:
Creativity
Diversity
Related Concepts:
Conservation
Interdependence
Order
Related Concepts:
Roles
Structure
Impact
Related Concepts:
Growth
Cycles
Related Concepts:
Communication
Diversity
Related Concepts:
History
Artefacts
Specialist Links:
PE
Specialist Links:
Music
Specialist Links:
French
Music
PLC Community Handbook 2012
Junior School Sect-17-12
JS POI _ 2012 tables.docx Page 2 of 5

How we express ourselves
2
Central Idea:
Imagination is a powerful too for
extending our ability to think,
create and express ourselves
Where we are in place and time
6
Central Idea:
Understanding our place in the
world helps us develop an
awareness of other countries
Year 2 Who We Are
1
Central Idea:
Relationships are enhanced by
learning about other people’s
perspectives and communicating
their own
Inquiry into:
• How we demonstrate and
enjoy our imagination
• How are imagination helps us
to consider other
perspectives
• How imagination helps us to
solve problems
• The value of imagination
Inquiry into:
• How we represent place
• Representations of place
through time
• The relationship of our
location of other parts of
the world
Inquiry into:
• Social interaction
• Acknowledging others’
perspectives
• Managing and resolving
conflict
Key Concepts:
Perspective
Connection
Key Concepts:
Perspective
Reflection
Key Concepts:
Causation
Perspective
Reflection
Related concepts:
Relationships
Chronology
Related concepts:
Communication
Empathy
Open-mindedness
How the world works
3
Central Idea:
Understanding the properties of
air allows people to make
practical applications
Inquiry into:
• The evidence of the
existence of air
• What air can do and how we
use it
• The relationship between
air, light and sound
Key Concepts:
Function
Causation
Related Concepts:
Force
Energy
How we organize ourselves
5
Central Idea:
In a workplace, people share
responsibility towards a common
purpose
Inquiry into:
• Purpose of a workplace
• Interconnectedness of
people in a workplace
• Importance of a shared
vision or common purpose
Key Concepts:
Function
Causation
Connection
Related Concepts:
Co-operation
Employment
Sharing the planet
4
Central Idea:
People can establish practices in
order to sustain and maintain the
Earth’s resources
Inquiry into:
• Limited nature of the earth’s
resources
• Personal choices can help
sustain the environment
• Reusing and recycling
different materials
• Reducing waste
Key Concepts:
Change
Responsibility
Reflection
Related Concepts:
Lifestyle
Resources
Related concepts:
Empathy
Invention
Transformation
Specialist Links: French
Specialist Links:
PE
Specialist Links:
Art
Music
How we express ourselves
6
Term 4
Central Idea:
Media has the ability to influence
many parts of our lives.
Where we are in place and time
4
Term 3 Weeks 1-5
Central Idea:
Throughout, history, architecture
has shared common elements.
Year 3 Who We Are
1
Term 1 Weeks 1-5
Central Idea:
Cultural identities are unique and
shape who we are
Inquiry into:
• How media influences
behaviour
• Strategies used in the
creation of visual, print and
oral media to manipulate our
lives
• The process of developing a
media campaign
Inquiry into:
• Architecture has changed
over time
• Geographical orientation
affect architecture
• Common building features are
used throughout the world.
Inquiry into:
• The definition and exploration
of what culture is
• Our values and how they are
connected to our culture
• The similarities and
differences between cultures
Key Concepts:
Function
Form
Key Concepts:
Connection
Reflection
Perspective
How the world works
2
Term 1 Weeks 6-10
Central Idea:
The changing of matter can
affect our world
Inquiry into:
• The properties of matter
• The processes that cause
matter to change
• The effects of changing
matter
Key Concepts:
Causation
Connection
Change
Related Concepts:
Geography
How we organize ourselves
5
Term 3 Weeks 6 - 10
Central Idea:
Communities provide
interconnected services designed
to meet people’s needs.
Inquiry into:
• Reasons people live in the
local community
• Services needed to support
a community
• Planning services for a
community
Key Concepts:
Causation
Connection
Function
Related Concepts:
Sharing the planet
3
Term 2 Weeks 1-9
Central Idea:
Animals and their habitats are
interdependent
Inquiry into:
• The physical characteristics
of animals
• Habitats of animals
• Our responsibilities in
looking after animals and
their habitats
Key Concepts:
Responsibility
Connection
Reflection
Related Concepts:
Specialist Links:
Key Concepts:
Responsibility
Causation
Perspective
Related Concepts:
Related Concepts:
Structures
Locality
Heritage
Related Concepts:
Identity
Culture
PLC Community Handbook 2012
Junior School Sect-17-13
JS POI _ 2012 tables.docx Page 3 of 5

Stereotypes
Influence
Communication
Diversity
Specialist Links:
Art
Geology
Climate
Networks
Innovation
Specialist Links:
French
Specialist Links:
Music
How we express ourselves
5
Term 3 Week 7 – 10
Central Idea:
Local and global communication
can be facilitated through Music.
Where we are in place and time
3
Term 2 Weeks 4-10
Central Idea:
Land, language and culture are
significant to the lives of
indigenous people.
Year 4 Who We Are
2
Term 1 Week 8 – Term 2 Week
3
Central Idea:
Communities can be enhanced
when individuals contribute
Inquiry into:
• Cultural influences in musical
genres
• Messages expressed through
music
• The transfer and reception of
sound
Inquiry into:
• The cultural life of indigenous
people
• How indigenous Australians
live in both traditional and
contemporary societies.
• Similarities and differences
among indigenous populations
Key Concepts:
Form
Function
Inquiry into:
• The contributions that
individuals make to change
communities
• Commonalities between these
individuals who made a
significant change
• My rights and responsibilities
to contribute to the
community
Key Concepts:
Perspective
Reflection
Related Concepts:
Culture
Self-expression
Energy
Key Concepts:
Connection
Responsibility
Related Concepts:
History
Tradition
Conservations
Related Concepts:
Motivation
Choice
How the world works
6
Term 4 Week 1-6
Central Idea:
Survival is connected to
understanding the continual
changing nature of the Earth.
Inquiry into:
• How the different
components of the Earth
are interrelated
• How the Earth has
changed and is continuing
to change
• Why the Earth changes
• Human response to the
Earth’s changes
Key Concepts:
Change
Connection
Related Concepts:
Change
Energy
Technology
Specialist Links:
PE
How we organize ourselves
4
Term 3 Weeks 1-6
Central Idea:
Economic systems have developed
for use within communities
Inquiry into:
• Economic systems have
adapted over time
• Monetary systems of the
world
• The process of establishing a
small business.
Key Concepts:
Connection
Form
Related Concepts:
Interdependence
Supply and Demand
Art
Sharing the planet
1
Term 1 Weeks 2-7
Central Idea:
Conflict resolution can bring
about peace, understanding and
effective change for individuals
and the world.
Inquiry into:
• Perspectives on peace
• Why and how conflicts occur
• Conflict resolution
Key Concepts:
Causation
Perspective
Specialist Links:
Music
French
Mandarin
Specialist Links:
Art
PE
How we express ourselves
5
Term 3
Exhibition
Where we are in place and time
3
Term 2 Weeks 1-5
Year 5 Who We Are
4
Term 2 Weeks 6 - 10
Central Idea:
Through the arts people use
different forms of expression to
convey their uniqueness as human
beings
Central Idea:
The interconnectedness of
historical events assist us in
understanding our world
Central Idea:
Ideologies shape religious and
cultural beliefs
Inquiry into:
Key Concepts:
How the world works
2
Term 1 Weeks 6-10
Central Idea:
Chemistry is the study of matter
and the changes that take place
Inquiry into:
• The properties of matter
• How Scientific investigation
can be used to answer
questions and solve problems
• Identifying chemical changes
in the environment leads to
increased understanding
How we organize ourselves
1
Term 1 Weeks 1-5
Central Idea:
Communities establish systems in
order to manage themselves.
Inquiry into:
• Effective teamwork within
communities
• Different governance systems
• Responsibilities of individuals
and governments
Related Concepts:
Related Concepts:
Rights
Responsibilities
Relationships
Specialist Links:
School Counsellor
Sharing the planet
6
Term 4 Weeks 1-6
Central Idea:
Over time, living things need to
adapt in order to survive
• The structural features of
living things
• Environmental conditions that
cause damage
• The inter-relationship
between animals and their
environment
Inquiry into:
• Historical events over time,
both local and global
• How historical events are
interconnected
• How historical events help us
understand our society/world
Inquiry into:
• Major world religions
• Similarities between the
major world religions
• The influence belief systems
have on the way people live
their lives
PLC Community Handbook 2012
Junior School Sect-17-14
JS POI _ 2012 tables.docx Page 4 of 5

Related Concepts:
Key Concepts:
Connection
Perspective
Specialist Links:
Art
Music
Language B
PE
Key Concepts:
Change
Causation
Related Concepts:
History
Chronology
Related Concepts:
Identity
Diversity
Key Concepts:
Form
Function
Responsibility
Related Concepts:
Measurement
Transformation
Governments
Rights
Roles
Specialist Links:
PE
Key Concepts:
Perspective
Change
Related Concepts:
Evolution
Adaptation
Specialist Links:
Art
Specialist Links:
French
Mandarin
Add in to each unit:
Learner Profile Focus
Attitude Focus
PLC Community Handbook 2012
Junior School Sect-17-15
JS POI _ 2012 tables.docx Page 5 of 5

At PLC we are committed to providing differentiated experiences in all learning areas. Differentiation looks at
acknowledging, understanding and catering for difference in learners. The model at PLC asks us to consider how we
connect with students (called affect variables) through learning profile, readiness to learn, interest and environment in
conjunction with what we learn (content, process and product).
CURRICULUM
We are currently following a combination of the Australian Curriculum and the Western Australian Curriculum
Framework which are then supported and enhanced by the PYP Scope and Sequence documents. During 2012 the
Australian Curriculum will be migrated into the History and Science areas.
THE ARTS
In The Arts learning area, students develop creative skills, critical appreciation and knowledge of artistic techniques
and technologies in Dance, Drama, Media, Music, Visual Arts and combinations of arts forms. The Arts develop
students’ sense of personal and cultural identity and equip them for lifelong involvement in, and the appreciation of,
The Arts.
The focus of the Arts is to provide a balanced Arts programme which covers all elements of the learning area within
an integrated approach to other subjects. For this reason, the students undertake much of the programme under the
guidance of the class teacher.
Music is an integral part of PLC Junior School and is taught downstairs in the Summers House Arts Centre. Students
have class music with a specialist teacher and can join a variety of ensembles. We are fortunate to have an Early
Learning Music Specialist working part time and a full time music specialist in the Junior School. The Music
Department is for Pre K - 12 students and offers instrumental and choral opportunities.
Our Art Specialist works upstairs in the Summers House Arts Centre and teaches children in Year 3 to 6. Children have
the opportunity to explore various forms of art to express themselves.
ENGLISH - Australia Curriculum – refer ACARA website
Literature – expanding the repertoire of English usage.
Writing is integrated across the curriculum and so students will write using many different genre. The children develop
as editors and proofreaders with an expanding vocabulary, which is often specific to a theme or task.
HEALTH AND PHYSICAL EDUCATION
Health and Physical Education provides students with an understanding of Health issues and the skills needed for
confident participation in sport and recreational activities. This enables students to make responsible decisions about
health and physical activity and to promote their own and others’ health and wellbeing.
We aim to promote physical activity as a life long pursuit. We encourage students to take on a leadership role in class
activities while catering for all ranges of abilities.
The children are provided with opportunities to develop their knowledge of health issues, investigate health options and
rehearse the communication of effective decision making through role play. A K–12 Physical Education Department
supports the classroom programme. There are extensive co-curricular opportunities to establish a love of physical
activities and team situations.
LANGUAGES OTHER THAN ENGLISH (LOTE)
In the LOTE learning area, students communicate effectively in languages other than English. They gain an
understanding of other societies, the ability to interact with people and cultures other than their own and practical
skills which they can use in the future social, cultural and vocational areas. Through LOTE, students are also able to
further develop their skills and understandings in English and of literacy in general.
PLC Community Handbook 2012
Junior School Sect-17-16

All years from Kindergarten to Year 3 study French as part of a continuous and collaborative language programme.
In 2012 from Years 4 to 6 the girls are able to study either French or Mandarin. The French programme embraces the
philosophies of PYP as well as innovative teaching methods that promote critical and creative thinking, personal and
social values and skills, and supports the development of a positive disposition to life-long learning.
Rational for learning a language
Learning a language enriches overall mental development and promotes cognitive, linguistic and social development.
Mere exposure to another language promotes higher order thinking. Children develop good memorising skills as well
as good listening skills.
The French programme enables students to develop a positive attitude towards the French language and Franophone
people throughout the world. In a broad sense they also develop a positive attitude towards other languages and
cultures. The learning of one language develops the concepts of learning languages that can be employed in the
learning of other languages at a later date.
MATHEMATICS – refer ACARA website
In Mathematics, students learn to use ideas about number, space, measurement and chance, and mathematical ways
of representing patterns and relationships, to describe, interpret and reason abut their social and physical world.
Mathematics plays a key role in the development of students’ numeracy and assists learning across the curriculum.
As across all year groups, appreciating Mathematics is an important outcome and so mathematical problems would
most often relate to the physical and social world. This is so that they have sense of the problems being very real ones,
where finding a solution can be seen as a skill that may be needed in everyday life.
The Mathematical programme has an emphasis on differentiation to suit individual need within each content area. Pretesting
is used extensively to fully determine the specific teaching and learning needs of each student. The outcome
of testing has necessitated that opportunities for extension are provided. These opportunities are many and varied.
SCIENCE
In the Science learning area, students learn to investigate, understand and communicate about the physical, biological
and technological world and value the processes that support life on our planet. Science helps students to become
critical thinkers by encouraging them to use evidence to evaluate the use of science in society and the application of
science in daily life.
Students are usually very interested in the world around them. They are ready to ask questions about systems,
phenomenon and discoveries. The programme that is offered to the children maximises this situation by providing
opportunities to investigate systems and to develop the idea of parts being interrelated.
Children are ready to develop the skills of analytical and intuitive thinking but may still grapple with abstract concept.
For this reason, the Science programme has an emphasis on concrete, hands-on activities. Written responses and report
writing, although still undertaken, is of less importance.
This programme is covered through the PYP Units of Inquiry.
HUMANITIES
The Society and Environment learning area develops students’ understanding of how individuals and groups live
together and interact with their environment. Students develop respect for cultural heritage and a commitment to
social justice, the democratic process and ecological sustainability.
PLC Community Handbook 2012
Junior School Sect-17-17

Society and Environment draws on all learning areas in an effort to provide students with a sense of place in space as
well as an understanding of citizenship and responsibility. Children are introduced to the ideas of linking cause and
effect, creating arguments based on supporting evidence and to apply their knowledge and skills to general issues
outside of their own experience. To facilitate this, the children are introduced to activities and ideas which broaden
their knowledge and skill whilst demonstrating the interrelation of society and environment. This programme is
covered through the PYP Units of Inquiry.
TECHNOLOGY AND ENTERPRISE
In the Technology and Enterprise learning area, students apply critical and lateral thinking, knowledge, skills,
experience and resources to development of technological solutions that are designed to meet the changing needs of
individuals, societies and environments. Students become innovative, adaptable and reflective as they select and use
appropriate materials, information, systems and processes to create solutions that consider the short-term and long
term impact on societies and environments.
RELIGIOUS AND VALUES EDUCATION (RAVE)
The RAVE programme is based on five strands as follows:
• The Bible – This strand covers the Hebrew and Christian Scriptures, an historic perspective of the Church, significant
religious people and Scriptural stories, Church seasons, Church history and Liturgy.
• Religions Other Than Christianity – Judaism, Buddhism, Islam and Aboriginal beliefs are studied with the aim of
providing an understanding of the similarities and differences in beliefs as well as fostering some understanding for
the cultural differences that are born out of religious beliefs.
• Values and Ethics – Specific age-related topics are investigated, including racism, fairness, belonging, promise
keeping and poverty and wealth. As well as including great human figures in this strand, we incorporate our current
Virtues programme.
• Philosophy of Religion – Age appropriate topics are investigated, such as: What happens when someone dies Who
is God What does it mean to love someone What is belief What is compassion What is prayer Such investigations
are not values laden as students are encouraged to search for truth and meaning whilst tolerating and analysing
different viewpoints.
• Stillness and Silence Strand – This strand provides students with an appreciation of the need to be still and to reflect.
It encourages a sense of the wonder and awe of nature and asks students to consider prayer and the use of music to
gain an inner peace.
INCURSIONS AND EXCURSIONS
The Junior School utilises both incursions (guest speakers, visiting events) and excursions to support the teaching and
learning. Providing opportunities outside those offered in the classroom gives the learning ‘real life’ relevance. It also
allows us to provide the girls with experiences that are not possible within the confines of a normal school day.
ASSESSMENT AND REPORTING
The Primary Years Programme does not have any externally moderated work or examinations. Assessment is carried
out by the class teachers and consists of both formative and summative assessment. Formative assessment is a part
of the daily life in the classroom and this type of assessment informs both the teachers and the students about the
students’ learning. It is used to find out what students know so that we can plan for the next stage of learning.
Summative assessments take place at the end of a unit of work and give the student the opportunity to demonstrate
what they have learned. This assessment may take various forms.
These include:
• Curriculum related assessment tasks
• Teacher observations
• Standardised tests
• Student / teacher interviews
• Student self assessments
• Checklists
• Development continuum referencing
• Pre and post tests
PLC Community Handbook 2012
Junior School Sect-17-18

Formal reporting is a multi-leveled process, which includes four main features. They are:
• Formal Written Reports: These are distributed at the end of each semester and provide a summative overview of
your child’s progress, attitude and work ethic. These reports focus on Key Learning Areas and Inquiry but also offer
valuable information on your child’s social and emotional development.
• Portfolio: Children in the younger year levels, gather their work in a portfolio. The portfolio provides documented
evidence of a student’s progress through the curriculum and may contain assessed work, examples of work chosen
by the student, self-assessed work or other information. Often work discussed during learning journeys or student led
conferences will be placed in the portfolio. The purpose of a portfolio is to allow students and their parents to reflect
and discuss achievements, efforts and experiences in a meaningful and purposeful manner. It is also used for goal
setting. Parents are encouraged to spend time with their children reading and giving feedback on the portfolio. They
should also write a comment and world with their child to help with the setting of realistic goals.
• Learning Journeys and student-led conferences: These student led reporting opportunities are held during the
year. They provide the student with the opportunity to explain the learning they have been involved in and for them
to express their understandings.
• Interviews: There are several opportunities throughout the year for interviews to take place between teachers,
parents and/or students. Interviews are an important and informative element of the reporting process allowing for all
concerned to reflect, set goals and support the individual learning process of the student involved.
PYP EXHIBITION
In their final Year of the PYP, the students will carry out an extended, collaborative inquiry that is the culminating
PYP experience. It reflects all the major features of the programme. The members of the School community have a
role to play and the students are actively and productively involved in all stages from planning to the final production.
ICT
PLC has long supported learning technologies, implementing a laptop programme in 1992. In Years 5 to 12 students
have the exclusive use of an Apple iBook laptop computer. We encourage a learning environment where the use of
information and communication technology is regarded as an integral part of teaching and learning.
Students are required to adhere to all acceptable use and management policies in order to protect the integrity, security,
privacy and intellectual property rights associated with the use of any software used.
All parents and girls are expected to sign an Acceptable Use Policy.
Most classrooms are equipped with data projectors or interactive whiteboards and the students in Pre-Kindergarten to
Year 4 have access to a wide range of digital tools, including ipod touch, ipads as well as laptop computers.
Our students are able to learn anywhere, any time.
BUDDIES
PLC operates an extensive Buddies programme as an integral part of the cyclic programme. The programme provides
opportunities for students to work with younger or older students. This, in turn, provides opportunities for collaboration
and consolidation of skills and key understandings, whilst strengthening the sense of Whole School Community.
In addition to the PLC Junior School Buddies, we also have a Buddies programme with Scotch College. At set times,
the girls take part in academic activities with the same year group from Scotch College. Activities include ICT,
Technology & Enterprise, dancing, thinking skill and collaboration on major units of work.
UNIFORM: SUMMER AND WINTER YEAR 3-6
Years 3 to 6
Summer uniform
PLC skirt
PLC blouse
PLC Panama hat
White ankle socks
Black lace-up shoes
Winter uniform
PLC skirt
PLC blouse
PLC beret
PLC jumper
PLC blazer
PLC Community Handbook 2012
Junior School Sect-17-19

White hair ribbon or scrunchie
PLC bathers
PLC rash vest
PLC bathing cap House colours (Years 4 to 6)
Sport cap with flap
PLC sport shorts
White sport shirt
Coloured House shirt
White sport shoes
Optional for Year 3
PLC rash vest + navy swim shorts
School bag
Nylon sports bag
Library bag (Years 3 and 4)
Knee-high black socks, black tights
Black lace-up shoes
PLC track suit
Navy or tartan hair ribbon or
scrunchie
Please label all items of clothing clearly, including shoes, socks and hat.
Pastoral Care
The wellbeing of every student is of prime importance and pastoral care is integral to the life of the Junior School.
Care for the individual with his or her own special needs is stressed and we acknowledge that people learn in different
ways and at different rates.
In the Junior School, pastoral care is a shared responsibility. The Pastoral Care Team consists of the teaching staff
who work in teams with a team leader. All teachers work closely with the Junior School Counsellor, the Chaplain, the
School Nurse and the Head of the Junior School.
The students are also made aware of their social responsibility towards others and we work closely with parents and
guardians.
There is an Anti-Bullying policy that is enforced and bullying is dealt with as a part of our comprehensive social skills
programme in Health. Our aim is to use a variety of tools to help children make things right and keep them that way.
Parent Communication
We believe that open and honest communication between the home and the School is essential in order to provide the
best possible education for the children in our care. Home visits are made to children entering Pre-Kindergarten and
as required by parents.
• Parents may make appointments at mutually convenient times with staff members or the Head of Junior School.
• Meetings with individual parents are held during Term 1 and again in Term 3.
• Parent Information Sessions are held at the beginning of the year and then during the day or in the evening at various
times throughout the year as needed.
• Each student within the Junior School has a Personal Planner which contains a section for home/school communication.
The Diary should be the principal means of communication between home and school.
• Contact can be made informally before or after school with staff members if this is mutually convenient. These
meetings should be restricted to minor matters and should not encroach on teaching time.
• The School Links newsletter is issued each Friday and is available on the PLC website. The School Links is our most
important means of communicating with our parents.
• Coffee mornings are held from time to time to gain feedback or to discuss matters of importance.
If an urgent message needs to be passed on to your child, please contact Junior School Reception. Please do not email
class teachers with urgent messages during the day as these may not be read in time to pass on to your daughter.
Student Leaders
Each Semester, student leaders from Year 6 are elected by their peers. Each House has two House leaders and the
Houses are Baird, Carmichael, Ferguson, McNeil, Stewart and Summers. In addition, other areas of responsibility
have been identified in the School and leaders are elected to lead them. These students give reports at Assembly,
organise fund raising activities and assist at Inter-House carnivals and at Junior Primary events.
PLC Community Handbook 2012
Junior School Sect-17-20

Awards
Semester Awards
Awarded at the final Assembly for the semester for outstanding effort and/or achievement in any area that has been
consistent throughout the semester. Chosen by any of the teaching staff.
Book Prizes
Awarded at the Junior School Speech Night for:
• Personal Excellence - Awarded to students in Years 4 to 6 for outstanding personal academic achievement in all
learning areas. These awards are not necessarily for the ‘top’ students but for those who work exceptionally hard
throughout the year to achieve personal excellence. The awardees are chosen by class teachers but will be considered
as a year cohort. For example, one class may receive more awards than another.
• Citizenship - Awarded to students in Years 4 to 6 who consistently display the qualities associated with being
an outstanding school citizen and consistently demonstrating the qualities of the Learner Profile. The awardees are
chosen by the class teachers but to be considered as a year cohort.
• Mathematics Prize – Awarded to a student in each year from Year 4 to 6 for outstanding personal academic
achievement in Mathematics. The awardees are chosen by the class teachers.
• English Prize – Awarded to a student in each year from Year 4 to 6 for outstanding personal academic achievement
in English. The awardees are chosen by the class teachers.
• Music Prize - Awarded to a student in each year from Year 4 to 6 who has participated with enthusiasm and at an
outstanding level in all areas of Junior School Music. The awardees are chosen by Music staff.
• Sport Prize - Awarded to a student in each year from Year 4 to 6 who has participated with enthusiasm and at an
outstanding level in all areas of sport. The awardees are chosen by Physical Education staff.
• French Prize – Awarded to a student in each year from Year 4 to 6 who has shown an excellent attitude to the learning
of French, who has taken risks and been willing to extend themselves in learning the language. The awardees are
chosen by Language B teachers.
• Art Prize - Awarded to a student in each year from Year 4 to 6 who has displayed an excellent attitude to Art, shown
interest in all aspects of the programme and consistently produced work of a very high standard.
The Library
The Library is a vibrant centre that promotes a love of literature and discovery.
All students from Pre-Kindergarten to Year 6 have access to the Library as an integral part of their daily life and
learning. Students are empowered from the early years to follow their interests and passions with increasing confidence
and independence, enabling them to pursue lifelong learning. Awareness and explicit teaching of the Information
Process is paramount to this objective.
Many traditional library skills are continually developed and addressed within the everyday classroom environment.
This development cannot be contained to planned cyclical sessions, as the key elements are an integral part of each
subject and the whole learning journey. We therefore believe that team teaching, small group work and specialist
teaching at the point of need is far more beneficial to our students than isolated library sessions. This ensures the
Library is integral to the students’ learning and is meaningful to their immediate and individual needs.
The Library aims to galvanise the PLC Junior School community with resources to evoke a love of learning and
knowledge. We wish to expose the girls and the broader community to the array of resources available in the Centre
that may meet not only the inquiries set by the classroom teachers, but the dreams and aspirations of the individual
learner.
In achieving this aim we encourage students and parents of PLC Junior School to view the Library as an extension of
the classroom and not to limit the possibility of its uses to the exchange of paper resources. The teacher in the Library
works in collaboration with classroom teachers to support PYP units of inquiry and to assist with language learning.
Exchange of books may take place at the convenience of the parents, teachers and students, any time throughout the
School day. We are readily available to assist parents and students with the location of resources for inquiries and to
pursue personal interests. There are many digital resources at our disposal and can assist with the use of technology
tools to meet the desired outcome.
PLC Community Handbook 2012
Junior School Sect-17-21

Resources are generally loaned for two weeks, except for some specialist items. Students are given a friendly reminder
slip of any overdue items, at different stages of the School Term. In the case of damaged or lost items, parents will be
notified and the replacement cost charged to their School account. In the event that an item is located and returned to
the Library, the replacement cost will be refunded.
Given the availability of time we encourage parents and students to relax and read in the comfort of our Library.
LEARNING ENRICHMENT CENTRE (LEC)
The Junior School Learning Enrichment Centre (LEC) is an integral part of PLC’s response to the belief that all
students can learn and succeed and should have every opportunity to reach their potential. The LEC is staffed by
specialist teachers and a Junior School Counsellor.
The LEC aims to promote learning outcomes for all students in a flexible environment where respect for the individuality
of each student is at the centre of all decision making. This is achieved by providing inclusive specialised programmes
and information, developing knowledge and promoting understanding of diverse learning needs; including information
on inclusive policies and practices as they apply to the mainstream classroom.
Identification, Provision and Monitoring
A comprehensive assessment programme, tracking of student progress and analysis of statewide benchmark data
allows the LEC team to identify, plan for and monitor all Junior School students. In some cases a student may have
Individual Education Plans (IEPs) which are developed in collaboration with teachers and parents to target identified
areas of need. They may also have an Adjustment Learning Plan (ALP) for single subject areas where the curriculum
varies from that of the cohort.
Support
Individual staff and teaching teams meet regularly with the LEC team. Students’ progress is reviewed and research
based strategies implemented to enhance individual learning through modified and different teaching methods and the
use of technology. Specialist inclusive programmes to support students that require extra assistance are provided by
the Learning Support teacher often in conjunction with the expertise of outside agencies.
Differentiation
PLC’s educational vision is to move away from the ‘one size fits all’ style of teaching to one that better meets the
diverse needs of a class of students.
Using a range of frameworks and strategies, lessons are designed to be inclusive of a range of interests, abilities
learning styles and prior knowledge.
Partnerships With Parents
Communication with parents is a vital part of all programmes. Staff of the LEC meet regularly with parents to discuss
and review student programmes. We would welcome any enquiries and these can be made through Junior School
Reception .
GENERAL ISSUES
Absence from School
Please contact the Junior School Receptionist before School starts (8.30 am) if your child is to be absent from school.
This is a safety precaution.
HEALTH MATTERS
For their own welfare, and that of the other students, we ask that children who are unwell at home not be sent to school.
Children must be kept home from school if they have any of the communicable diseases. These include:
• Chicken Pox
• Conjunctivitis • Diarrhoea
• German Measles • Glandular Fever • Head Lice
• Herpes • Impetigo • Influenza
• Mumps • Rubella • Scabies
PLC Community Handbook 2012
Junior School Sect-17-22

Health Centre guidelines for Junior School students accidents and illness:
• All students who present to the School Nurse, with or without a teacher, are assessed and treated appropriately.
• If students are well enough to return to class a note is written, by the Nurse, in their School Diary.
• Students who are not well enough to return to class, will stay in the Health Centre until collected by a parent.
• If a child has a significant accident/injury they will be assessed by the School Nurse who will decide the appropriate
course of action. If urgent medical attention is required the child will be taken to Cottesloe Medical Centre or directly
to hospital if this is more appropriate. Parents will be notified as soon as reasonably possible. If non-urgent medical
attention is required parents will be contacted by phone and may be requested to collect their child.
• Parents of day students who send their child to visit the Nurse for treatment, are requested to supply written details
of their health condition.
• Students who frequently visit the Nurse with a non-specific illness, are of concern. The School Nurses will discuss
this with parents and appropriate staff members as required.
• Parents must notify the School Nurse if their child has any health conditions that may require treatment, or have an
impact on others whilst at School.
Medication
If a student has taken non-prescribed medication prior to school, and it is possible they may require more during the
School day, please provide written information on name of medicine, dose and time previously taken.
Please refer to the section on drug policy regarding the keeping and administering of medicine at School.
Food Allergies
Please notify the School in writing if your child is allergic to any foods or if there are foods that you do not wish your
child to eat. Lollies, sweets, cordial and soft drink are not recommended. The School Nurse must be notified of allergic
reactions and parents are to complete an Action Plan. As there are a number of students who have severe anaphylactic
reactions to nuts, we request that children not bring nut products of any description to school. All parents and students
should be familiar with the PLC food policy.
We encourage all children to drink water throughout the day. There is water available to children at all times of the
day. However, we encourage the use of drink bottles at the hottest times of the year.
All students admitted to PLC are required to have their immunisation up to date.
Animal Allergies
Please notify the School in writing if your child is allergic to animals of any kind. We generally have a selection of
pets and occasionally have guest animals visiting our students. The School Nurse must be notified in writing of any
allergic reactions and parents are to complete an Action Plan.
Confidentiality
All medical information provided to the Health Centre can be accessed by the School Nurses and the appropriate staff
members. Information is only passed on in situations where the welfare of the student may be compromised. Please
refer to PLC Privacy Policy for more details.
When a teacher is concerned or a child reports that he/she is unwell at school, the class teacher or teacher on duty will
complete a Medical Slip and send or take the child to the Health Centre where a registered nurse is on duty.
If the condition is sufficiently minor for the child to be able to continue with her schooling, then he/she will be allowed
to return to class. Any attention given to the child will be written on a Health Centre Slip and a copy will supplied to
the parent.
If the condition is more serious, parents will be contacted to organise for the child to be collected.
Accidents
If a child has a significant accident/injury at school, parents will be contacted immediately.
PLC Community Handbook 2012
Junior School Sect-17-23

BEFORE AND AFTER-SCHOOL AND VACATION CARE
A variety of Out of School Hours Care programmes are offered at PLC.
• Before School Care: available to all students from 7.30 am. Any child who arrives at School before 8.15 am and
who does not have a supervised co-curricular activity is required to go to Before School Care. The children are taken
to class at 8.20 am.
• After School Care: offered for children in Kindergarten to Year 7 and is available from the end of the School day
until 6.00 pm. Afternoon tea is provided, homework is supervised and activity opportunities are provided, however
it is important to be aware that After School Care is a child initiated programme and not an educational programme.
After School Care is also available on early finishing days.
• Vacation Care: available during School holidays from 8.00 am to 6.00 pm Monday to Friday (except Public Holidays)
and is available for children Kindergarten to Year 7. A full range of activities and excursions are included as part of
the programme.
For all information regarding these programmes please contact Junior School Reception, or
Brenda Bishop
Voicemail 9424 6508
Mobile 0408 884797 (12.00 noon to 6.00 pm)
Email bbishop@plc.wa.edu.au
Canteen
Students may order their lunch from the Junior School Canteen which is located in the basement of the Junior School.
All orders should be written out and paid for before 8.30am. Snacks are available from the canteen at recess and
lunchtime. Menus are available from Junior School Reception and the PLC portal.
Change of Address
It is essential that the School is notified IMMEDIATELY of all changes of address, phone number and similar
information. These changes can be via email to juniorschool@plc.wa.edu.au or by telephoning Junior School
Reception on 9424 6428.
Co-Curricular Programme
PLC offers a diverse range of co-curricular activities both before and after school and during lunch times. The list of
extensive sporting, musical and other opportunities is available from Junior School Reception. Activities may include
Art Club, Chess, Drama and Debating. Some of these activities are conducted by outside tutors and may incur a
nominal fee.
At the beginning of each term you will receive the Co-Curricular timetable for that term. Students should choose their
activities wisely and in consultation with their parents and teachers if necessary.
Optional Music tuition is offered on an individual or small group basis. For details, please see the brochure, which is
available from Junior School Reception or the Music Department or by telephoning 9424 6512.
Excursions
Parents are requested to sign and return the general permission slip for outings within the local environs, where no
transport is required. This will allow us to take full advantage of the river, parks and gardens that surround the School
as well as the local shopping area.
For all other outings, parents are requested to respond immediately to notes from School requiring a return slip.
Students cannot participate in excursions and outings without written parental permission and the correct School
uniform.
Office Hours
The Junior School Reception is open from 8.00 am to 4.30 pm. The telephone number is 9424 6428.
PLC Community Handbook 2012
Junior School Sect-17-24

Personal Property and Valuables
Parents are asked to label all items of clothing clearly with the child’s full name. Other property that is to be brought to
school should also be labeled. It is the responsibility of the students to ensure that their property is secure. All enquiries
regarding lost property should be made through Junior School Reception.
Pick-Up/Drop-Off
Parking space is at a premium around PLC and we are making every effort to alleviate the congestion. To assist in this,
we ask that parents drop off and pick up their children at the appropriate slipway, in McNeil Street. Limited parking is
available in McNeil Street in the Junior School carpark and the tennis courts are open for parents dropping children in
the Early Learning Centre up to 8.30 am. School oval parking will be provided for special occasions.
School Day Times
The Junior School day commences at 8.30 am. Kindergarten, Pre-Primary and Year 1 students are dismissed at 3.00
pm, Year 2, 3 and 4 students at 3.10 pm, students in Years 5 and 6 at 3.20pm. Students are dismissed from the slipways
outside the Junior School. Kindergarten, Year 1, Year 3 and Year 5 students from the highway end and Pre-Primary,
Year 2, Year 4 and Year 6 from the river end. All students should be collected by 3.30pm.
Chapel is held each Monday morning at 8.45 am. Parents are most welcome to attend. Assembly is held every Friday
of Week A and at 8.30 am in the Hazel Day Drama Centre. Parents are encouraged to attend Chapel and Assemblies.
Sign-Out Book
If your child is required to leave School due to an appointment, illness, etc. please ensure that you have notified her
teacher and recorded their departure in the Sign-out Book located at Junior School Reception. Students leaving the
Junior School building to attend Music lessons in the Music department are also required to sign out.
Use of Photographs
Photographs of students at work and play are often used in School publications, for publicity and on the School’s
website. PLC’s Director of Community Relations will seek permission from parents to use photographs in external
publications or advertisements. Parents are asked to notify the School in writing should they not want their child’s
photograph to be published.
PLC Community Handbook 2012
Junior School Sect-17-25

COMMUNITY AND SERVICE LEARNING
Give to others, and God will give to you. Indeed, you will receive a full measure, a generous helping poured into your
hands – all that you can hold. The measure you use for others is the one that God will use for you.’Luke 6:38
Our PLC Christian ethos is about being there for others and responding to their needs. It is an opportunity for your
daughters to put what is important to her into practise. Service is about leadership; it calls us to be ‘other-centred’.
Others will follow a belief and action that seeks justice and hope for the marginalised and those in need. It is important
that our students reflect upon the difference they can make and what they have learnt from the lives they have touched.
Service has much to give and teach. Caring for others, the environment and the sensitive balance of all living things
requires commitment and sincerity.
Throughout the MYP years, education at PLC focuses on the following three questions:
• How do we live in relation to each other
• How can I contribute to the community
• How can I help others
It is important to consider these questions and encourage connections between intellectual and social development,
leading to action and reflection. Taking time to focus on the importance of community encourages a sense of
responsibility an citizenship as it strengthens knowledge and understanding of the world around you.
Community and Service Learning involves three central elements:
• Awareness
• Involvement and service
• Reflection
These elements connect our head, heart and hands encouraging tolerance, respect, empathy, compassion and
empowerment. Our strong service culture builds on the essential development of our students personal resilience,
continuant and sense of purpose in their lives.
Throughout your daughters PLC experience, there will be many service opportunities to support and/or initiate. Each
term HTG have particular donation appeals, fundraising events and direct service projects. Commencement in
the Middle School introduces students to Service Logs that records time and reflection on various projects – this then
expands to our PLC Service Leadership Awards.
Celebrating service commitment requires student to submit their continued involvement in service for leadership
recognition and inclusion or school reports.
Tracey Bahen
Community & Service Learning Co-ordinator
‘If you want others to be happy, practice compassion. If you want to be happy, practice compassion.’ Dalai Lama
PLC Community Handbook 2012
Community Service and Learning Sect 18

PROPOSED SCHOOL TOURS AND EXCHANGE PROGRAMMES 2012-2014
Each year PLC offers a number of Cultural, recreational and Service tours for students. To assist
parents and their daughters in decision-making, a list of proposed future tours are presented below.
However, other tours may be added to this schedule as opportunities arise (e.g. International
Music Festival, Sports Carnivals.)
All tours are subject to viable numbers as well as variables such as Australian Government travel
recommendations at he given time.
The School is appreciative of staff members who generously give their time, expertise and duty
of care to conduct these tours.
This schedule can also be found in the PLC Handbook, located
https://ishare.plc.wa.edu.au/sandbox/groups/plccommunity/wiki/welcome/attachments/
aa3a9/2011%20Community%20Handbook%20Complete.pdfsessionID=5744cfa802bc44c988cf
6ea9dd4041099566de3f
SUBJECT TOURS
Tour Year 2012 2013 2014
ISTA Drama Workshop 7,8,9 20 - 29 April TBC
TBC
(Middle Years)
Nanjing China
Study Tour of France 10/11 December N/A TBC
PLC/Scotch Canberra Tour 9 29 June – 7 July Last week, Term 2 Last week, Term 2
Sydney Arts Tour (NIDA) 11/12 N/A April (1 week) N/A
Drama
Global Issues Network
(GINS) Conference
11/12 N/A TBC TBC
SPORTS TOURS
Tour Year 2012 2013 2014
PLC/Scotch Hockey tour to
South Africa
10 - 12 Term 1 holidays N/A Term 1 holidays
SERVICE TOURS
Tour Year 2012 2013 2014
Cambodia Service Immersion 10+
parent *
Term 3 holidays Term 3 holidays Term 3 holidays
PLC/Scotch Tanzania 11 1 week +Term 2 N/A 1 week + term 2
Expedition
holidays
holidays
Kimberley Service Immersion 10 - 12 July holiday break TBC TBC
EXCHANGE TOURS
Exchange Programmes
French La Reunion
Year
11
2012
June-July (4 weeks) TBC
2013 2014
TBC
Seirinkan High School – Nagoya,
Japan
10 - 11 4 Dec. – 17 Jan. TBC TBC
Woodridge College – South Africa 10 Approx.
August/Sept
TBC
TBC
Austria 10 Oct/Jan TBC TBC
Shanghai, China 10 Oct TBC TBC
PLC Community Handbook 2012
Tours Sect 19