2019 Annual Report by PLC Sydney

PLC SYDNEY ANNUAL REPORT 2019

School Policy on Educational and Financial Reporting

Page 3

Reporting Area 1.0

A Message from Key School Bodies

1.1

Message from Chairman of Council

1.2

Message from Parents and Friends’ Association

1.3

Message from the Principal

1.4

Message from Student Representative Council

2.0

Contextual Information about the school

3.0

Student Performance in national and state wide tests and

examinations 3.1

HSC

3.2

ROSA

3.3

Literacy and Numeracy Assessments in Years 3, 5, 7 and 9

4.0

Senior Secondary Outcomes

5.0

Professional Learning and Teacher Standards

5.1

Professional Learning

5.2

PLC Staff Standards

6.0

Workforce composition, including Indigenous

7.0

Student attendance, management of non-attendance and

secondary retention 7.1

Student attendance

7.1.1

Management of non-attendance

7.2

Student retention rates

8.0

Post school Destinations

9.0

Enrolment Policies and characteristics of student body

9.1

Enrolment policies

9.2

Characteristics of student body

School Policies

10.1

Student welfare

10.2

Discipline

10.3

Reporting complaints and resolving grievances

11.0

School determined improvement targets

12.0

Initiatives Promoting Respect and Responsibility

12.1

School Wide Indigenous Heritage Report

12.2

Initiatives on Respect and Responsibility

13.0

Parent, Student and Teacher Satisfaction

14.0

Summary of Financial Information

10.0

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Policy The school will maintain the relevant data and will comply with reporting requirements of the NSW Minister for Education and Training and the Commonwealth Department of Education, Science and Training. This reporting will include public disclosure of the educational and financial performance measures and policies of the school as required from time to time.

Procedures Procedures for implementing the policy include: ● identification of the staff member responsible for co-ordinating the final preparation and distribution of the annual report to the Board and other stakeholders as required ● for each reporting area, identification of the staff member responsible for the collection, analysis and storage of the relevant data and for providing the relevant information to the coordinator for inclusion in the report ● determination of the specific content to be included in each section of the report and reviewing this each year to ensure ongoing compliance, relevance and usefulness ● preparation of the report in an appropriate form to send to the Board of Studies ● setting the annual schedule for - delivery of information for each reporting area to the coordinator - preparation and publication of the report - distribution of the report to the Board of Studies and other stakeholders - provision of information for My School website, as required

Requests for additional data from the NSW Minister for Education and Training To ensure that any requests from the relevant Ministers (both State and Federal) for additional data are dealt with appropriately, the school will identify the staff member responsible for coordinating the school’s response. This person is responsible for the collection of the relevant data and for ensuring it is provided to the Board of Studies in an appropriate electronic form.

DEEWR Annual Financial Return The Bursar (Mr Greg Anderson) is responsible for completing the questionnaire. This person is responsible for the collection of the relevant data and for ensuring it is provided to DEEWR in an appropriate form.

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(Speech Day Report 2019) For many, 2019 has been a year of firsts: first year at PLC Sydney, first year in senior school, first time to try a new musical instrument or sport. You may have had to learn how to navigate the school, build relationships, and become comfortable undertaking all the challenges you face as you strive towards your goals. This year I have had some firsts. The first year as a Partner in an accounting gffirm BDO, after being a partner with another firm for 12 years, and first year as chairwoman of College Council;. I had been on the Council College for four years, but there were still adjustments. College Council works as a collective, but Chair does carry a certain responsibility. We have responsibility delegated to us by the leadership of the Presbyterian Church to govern the school in accordance with the tenets of the church and relevant state and federal legislation. Therefore we are a group of Christians – volunteers, who have a passion for Christian education, particularly for girls, either because we are women, or w have girls. In light of that, we do all that we do with prayer. At College Council meetings we start with prayer and a devotional, which is rotated amongst each member. For whilst each has gifts such as administration, legal expertise etc., we recognise that they are gifts from God. Life is all about learning. Let me give a picture of my world. As an audit partner, a week does not go by without needing to research and interpret accounting standards to I can correctly audit financial statements. However, the area I have learnt the most is in the expression of my Christian faith in the workplace. I realised I did not have to hide my faith and that I can be:  A woman of prayer. Prayer usually occurs as I am driving or catching the train to work, for prayer does not require the eyes closed.  Being open about my faith. It does help set boundaries to what I will and won’t do, i.e. not participating in inappropriate banter, acting in honest, allowing my yes to be yes, respecting people’s time by attending meetings on time; and  Leading by example, which may look like getting into the detail to assist staff when they are struggling, being constructive, giving guidance, and being willing to listen to new ideas from the team. Mrs Leah Russell, Opening Comments, Speech Day 2019

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2019 saw continued growth in the PLC Sydney Parents and Friends Association. The P&F is your body and is a great way to obtain an understanding of what is happening around the school as well as a forum to raise and discuss items of interest to do with the school. We continued to see increased attendance and interest in our monthly P&F meetings. The P&F held our two annual events again in 2019. The Welcome Cocktail Party, in the first week of Term 1, was attended by over 150 parents with a large number of parents who are new to the school. This is always a great event to welcome in the new school year. The Open Day and Fair which was held in May on the Saturday before Mothers’ Day was a great success. The Fair raised close to $90 000 after all expenses which will be used by the P & F to fund projects and initiatives within the School to the benefit of all of our daughters. The P&F Association together with all the volunteers works hard every year to make the Open Day and Fair one of the most successful School Open Days in Sydney. The P&F extends its sincere gratitude to Mr Drue Prentice the Fair Convenor, the Organising Committee and all of the volunteers to make the Fair the success it was. The Junior School Auxiliary (JSA) continued to do a sterling job within the Junior School. The aim of the JSA is to increase school spirit and to raise funds to support the Junior School. The JSA team runs the wildly successful Mothers’ and Fathers’ Day Breakfasts and other events during the school year. A big thank you to the team at the JSA for their work and commitment during 2019. In 2019 he P&F Association provided over $100 000 in additional funding to the school for the benefit of the students. Below is a small sample of what the funds raised were used for:  Ceiling fans in the Thompson Hall Gym to the value of $18 000  A new photocopier for the Public Speaking department to the value of $3000  Subsidised the NY Drama Tour to the value of $22000  New rowing equipment to the value of $4103\  The provision of Student Prizes for the Annual Speech Day 2019. Finally a big thank you to the 2019 P&F Executive, Daniel Bosco (retiring), Brad Martin, Shona Gawel, Phiip Argy, Stewart Cummins and Drue Prentice (retiring) for volunteering their time to run the P&F Association throughout 2019. Mr Tony Nejasmic President, 2019 Parents and Friends Association.

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This is our 131st year of operation. We have issued to our community a copy of Towards 2030, a strategic planning guideline for our College. I wish to highlight a few things in this booklet so that we are on the same page as we think about the future. Our current Year 1 will be in Year 12 in 2030, so we already have girls in the College who will see this whole plan come to fruition. I need to first give a background to you. Education is changing in four main ways. Firstly, the NSW Government will soon launch its new curriculum structure. It is the first since the 1980s. They promise: Greater flexibility in the middle years. This is a joy. I worry about the tight structure placed around Year 8 in particular. We would love to be more creative here. Less emphasis on the ATAR. This frees us from ranking students to such a degree. Reporting structures can change. Greater emphasis on transferable skills: critical thinking, communication, leadership, project management, problem-solving. Whilst we have our own focus here, we are grateful for this change. A less crowded curriculum. Secondly, University entrance is opening up. Two years ago, 5% of our students gained early entry. This year 30% did, unconditionally, and to high-level courses. Macquarie University, the Australian Catholic University, UTS and some Canberra universities are leading the way. Students in the future will still require a set of excellent marks. An ATAR of sorts will remain. Sydney University and UNSW are selecting, not recruiting, universities. They will value high academic ranks. Yet, for all courses, transferable skills, service to others, and co-curricular engagement, will become more important. The status attached to ranks in the Herald will diminish. Thirdly, businesses want inventiveness and creativity. Education is changing to suit this. Fourthly, there are great opportunities for girls in this new world. At PLC Sydney we are responding to these changes. We already have significant programs which fit them ‘hand in glove’. I would like to speak with you today about how our school is further responding to these changes. Firstly, students in the future will need DEPTH of understanding. When I was at Boeing two months ago, the Chair of the Board told us that the company wants scientists and mathematicians above people who know the latest technology. Technology changes at such a rate, their employees need to be able to think above and beyond one program. They need to think mathematically. Our society wants people who think creatively and people who care. Therefore, we also need students who have a deep understanding of history and theology and languages. The Humanities matter. The Arts matter.

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NESA courses offer a certain amount of depth. The HSC is a good place to find depth. Cambridge courses specialise in depth. The success of our Year 9–10 program in this area is well known. I add that if we want critical thinking then we need subjects like Theology and Philosophy, and Cambridge History and Physical Science. When we move to ‘A’ levels, they will bring further depth to our frameworks. Secondly, students in the future will need BREADTH of understanding and how to link ideas. Siloed thinking is out. NESA courses lend themselves to these opportunities. Drama is a subject that richly integrates thinking and doing. Visual Arts builds the capacity to think laterally. Design and Technology encourage creativity. And a Cambridge course like The Enterprise is all about problemsolving. Thus, NESA and Cambridge courses work together to build breadth and depth. It is a ‘T’ shaped education for the future. Yet there is more. And it links to the idea of ‘Being and Becoming’. We talk of young women of integrity and purpose. It is not a catchphrase. It matters. Young people need character. They need integrity. We are in the job of helping them to make good choices. Education is not ‘done’ to students, we help young people educate themselves. I encourage you to read the Strategic Plan. It is a living thing. I highlight five further steps we are making right now: 1. Ethical Criticism How do we teach the Humanities? A traditional way of teaching literature is a kind of ‘great books’ approach. We think: if we give students Shakespeare, if we teach them Plato and Aquinas and The Bible, they will engage with and imbibe the values. Actually, I think this has got a lot going for it. Those of you who know me well know that I believe we need a rich understanding of our cultural heritage. Yet William Golding’s Lord of the Flies and Anthony Burgess’s A Clockwork Orange are two now-classic novels that indicate that it is possible to be in the choir, or to love Beethoven, and to still commit terribly destructive acts. For the past twenty years, a post-structuralist approach has dominated schools. In summary, it says: the great books approach was a way to keep the powerful people in power. We need to teach students how to deconstruct power. We need to show them how racism and sexism have been built into texts. Since 2000, the HSC has had this framework. The new 2019 HSC is the first to allow a much more open approach. It is very important to address these areas. And yet, the prominent American intellectual, Robert Boyers, now openly laments the effects of this approach on undergraduate students. He says that it has led to a culture of finding other people to blame to the ills of society, and of casting responsibility only onto government as opposed to looking to work out the truth of shared responsibility. Another critic, Alasdair MacIntyre says it leads to the graduation of students who think that life is about coercing others or stopping others coercing them. They can lose the depth of their humanity. Famous author, Marilynne Robinson, says this type of teaching creates poor writers and thinkers. Ethical criticism is just a fancy way of saying that I am going to take time to honestly and truly understand what you, or Shakespeare or Margaret Attwood are or were trying to say when I listen to you or read these texts. Education is about understanding. Dr Golsby-Smith and Mrs Pollett PLC SYDNEY | 2018 ANNUAL REPORT

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are leading our thinking in this area. PLC Sydney is not going to teach our students to be good sophists, to be clever at creating ‘fake news’, at manipulating graphs, or words to suit ourselves. We want to promote honest listening and honest response. This still means that I can disagree fiercely with you, or you with me. I just won’t purposefully misunderstand what you have said or written to make my argument seem stronger. We want to help students to not use ‘straw man’ arguments. This is central to the definition of critical thinking. Those of us who are Christians should support this—too often I don’t recognise the description of Christianity that critics roll out in order to dissuade people from it. But so should atheists and people to the left of politics, and those to the right. We all need to be able to accurately report other people’s views. Then we have honest dialogue. It is about listening well. It is about respecting the value of the other person. 2. Developing a rich Portfolio model of reporting We have started the task of building a new Learning Management System (or LMS). We will use this to organise classroom learning, gather student marks and to track progress. We use it to report to you. We are heading towards true continual reporting where you can see, at any one point in time, how your daughter is travelling. We want a learner profile that still records academic results which readily recognises who she is and what she had accomplished. We want to be able to tell her prospective tertiary institutions all the wonderful news about who she is (her being) and all she has done (her becoming). We are so very pleased that the ATAR is not going the only thing that matters in the future. We want to be ready for this change. We also want a system that teachers love to use. We are also looking for students to be fully engaged in the reporting process, recognising what they are hoping to achieve, and how they might get there. We will give you an accurate measurement of how well she has achieved against the standards, and of how much she has improved over time. I note also that we now have a cluster of students gaining scholarships at US universities. Our system will help all students. 3. Entrepreneurship I wish to give College Council thanks for sending me to the USA with the American Chamber of Commerce. I was one of only two school principals on the tour. We were selected because the Australian government and businesses want our nation to grow young female entrepreneurs. Chair of Council, Mrs Leah Russell, and I will complete Part Two of the program early next year. Robyn Denholm, who succeeded Elon Musk as the Chair of Tesla, will come to our Senior School Assembly in February 2020, with the task of inspiring some of our students to start environmentallyfriendly businesses and to think about their futures. We are in negotiations with her and others to start the first High school age entrepreneurship incubator. Our dream is to give each student the capacity to operate her own business. 4. The Environment I thank Mrs Linda Chiba, parent Mr Michael Ritchie, and the students of Seed for the

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improvements we have made environmentally this year. We have installed the first full-size composter of all food waste in a NSW school. Council has approved solar panelling to cover our power needs. With help from the PLC Sydney P&F, we will install a breeding pod for turtles and engage in a project with University of Sydney to map the genome of the Australian marsupial, the Wallee, in 2020. Our young scientists, for the third year in a row, won the largest number of awards of any school, at the STANSW awards. We were named ‘Best Senior School’ and runner up Junior School at the Eureka Awards night; and our Titration team took out First Prize in NSW. Our academic results in competitions, as in major exams, are very strong. We link these to action. We are seeking to grow students with deep understanding. 5. Phone Use Finally, we will continue to limit the use of the phone, in particular for Years 7–9. Face to face relations matter. I say thank you this year to our superb staff as we take the journey outlined in the Strategic Plan. I thank our academic, administrative and maintenance staff. Our exiting Year 12s say that the top three things about PLC Sydney are: the excellence of the teachers and their care for them as persons, the opportunities available, and the overall tone and sense of community at the College. You, our teachers, and support staff, you our Executive—Mrs Watters and Mrs Chiba and all members; you, our College Council with your good governance, and you, our student leaders, make all this happen. I say thank you to parents for your sacrifices and support. We are working on a second income stream to try to limit fee rises. I love our chats on the sideline of sport or at a school music night. Particular thanks to the P&F and the ESU. The ESU is really growing in size. And I thank the Foundation that was renewed this year. We look forward to a new model in 2020. As we develop our school to create an ‘Alpha and Omega Centre’, serving STEM and PaTh, we will need to be creative. The new Foundation is comprised of seven people: Rosaria Cusumano Mia Joseph Whitney Luxford Darren Weir Joe Cordaro Sophie Arkelidis Marty Perry This working committee will look for ways to help us creatively develop our College. To the following staff I say thank you and farewell: Thank you to Mrs Julie Mellor, who is retiring after 39 years. What wonderful work she has done in music, in particular with the bells. Thank you to Mr Michael O’Dea, who is leaving us after 25 years. The orchestras always sound superb. We welcome Sylwia Waples who is taking over our Strings program. We thank Zoe Coyte, English teacher, who has decided to work in an indigenous school in the Northern Territory. Further, I thank Mr Steve Gibson for his work as interim Head of English. It is PLC SYDNEY | 2018 ANNUAL REPORT

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wonderful to have Ms Emma Owens, very experienced Head of English from St Aloysius, leading our team into the future. Marissa Andrews will be 2IC for English from 2020. I thank Mrs Sidoti for her work this year. We welcome back from maternity leave, Mrs Veronica Trainor, who is operating our enrichment program as Head of Language and Literature. We are pleased to announce that we will commence the Elizabeth Webby Society in 2020. This society will oversee the process of the Cambridge Extended Research Project, due to be offered in 2021 in any subject. Our vision is to develop student capacities to research in any subject area. Today we honour Margaret Palmer, who is retiring from our Languages faculty after 20 years of service, and Claire Wishart, French teacher, who will move to the Northern Beaches at the end of the year. We thank Patricia Papa and Courtney Wagner for their excellent service to our students in the Arts in 2019, and we farewell Jared Riley from our IT Help Desk. He is taking on the challenge of new university studies in 2020. It is in our Junior School that we have a number of pregnancies. We are thrilled for the following staff, who will be going on maternity leave: Emily Adcock, Emily Carter, Caitlin McGraw, Alice Minogue, Hillary Scandrett. Tara Jeong has decided not to return after having a baby. We also say farewell to Remy Scott and Julia Hughes-Smallwood who are taking off on new adventures. We congratulate Karen Shannon-Duhigg on her appointment as Head of Junior School at Richard Johnson School. We are very excited to have Kate Wheatley taking over as Deputy in our Junior School. In our Senior School, we wish all the best to Benita Wong and Jen Gair, who are on maternity leave. We wish all the best to Ellen Ehrhardt Smith and Victoria O’Donnell who have both been granted special leave for 2020. We look forward to all of these wonderful people returning to us. Thank you Maree Steep—P.A. to the Head of Junior School—planning retirement. Our school community has come together many times to support others. For example, we sent a truckload of goods to Bobin to assist those impacted by bushfires, and our musical groups assisted with the Parched Drought Concert in Armidale. Love the Lord your God with all your heart and mind and soul. And love your neighbour as you love yourself. I deeply respect the support for others. PLC Sydney is a generous community. Thank you for your leadership in seeing love as central. In closing, I say thank you to my P.A., Mrs Mathews for her wonderful support each year. And I thank my beautiful family, my wonderful wife Susan, and our family, for their love and support. I hope I support you as well as you support me. God bless you this Christmas and we look forward to a great break and gathering again in a new decade. Principal’s Address, Speech Day 2019 Dr Paul Burgis

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Junior School This year, we had the pleasure of being the leaders of the Junior School Student Representative Council. We had some amazing experiences and opportunities along the way. The year started with URSTRONG Day with Dana Kerford teaching us about important relationship skills and how to cope with tricky friendship situations. As the year moved into full swing so did our SRC meetings, held twice a term. They allowed the students of the Junior School from Years 1 to 6 to share their suggestions on how to make PLC Sydney an even better place to be. We are very proud to have implemented various requests from across all year levels. This included new equipment for the sports shed in Hamilton and Evandale, installing new playground libraries around Hamilton, encouraging environmental initiatives such as compostable cups and Wrapper Free Fridays, plus many a year group fundraising days. We would like to thank Mrs Watters, Mrs ShannonDuhigg, Ms Phipps and Ms Shearer for their continuous support throughout the year. Their mentoring and contribution were greatly appreciated. It has been a great honour to lead the Junior School SRC and we enjoyed serving the PLC Sydney community. Finally we thank the girls who were selected as SRC Representatives in 2019 for their enthusiasm and ideas for an improved College. Captain: Kate Barry Vice-Captain: Lauren Coumbiadis

Senior School It has been a privilege, joy and honour serving PLC Sydney as their two Vice Captains in 2019. As part of our leadership role, we led the Student Representative Council (SRC). SRC is a group of students, elected by their homeroom peers, who voice concerns, suggest initiative and search for improvements that can better our school. This group of girls are integral in giving a voice to the student body. We met as a group fortnightly, under the guidance of Ms Mella, and communicated these concerns and suggestions to Mrs Chiba in our fortnightly meetings. For the first time, the SRC girls had the opportunity to express their concerns directly to Dr Burgis, who attended one of our meetings to hear feedback from SRC. We thank him very much for his interest and involvement this year. In 2019, we discussed a range of issues including how we can better care for our environment by reducing our waste as a school, initiatives that would create more school community amongst different year groups, uniform regulations and prices, the heat in Thompson Hall, the labelling of rooms around the school and other logistical issues around the school. Reducing our waste was an area of discussion the girls were very passionate about. After meeting with Dr Gutierrez, one of PLC Sydney’s Science teachers who leads the SEED group, we suggested delegating responsibility to the Home Room captains to empty recycle bins in each room. We

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discussed bin placement and ways to cut down plastic around the school such as keep cups, as well as ways to repurpose the old junior uniforms, such as making scrunchies from the black tartan material. A long time issue raised by the SRC this year and in previous years was the uncomfortable heat of Thompson Hall during assemblies and PE during summer. To everyone’s delight, two large industrial fans were installed in Thompson Hall. A main function for the SRC is improving the school-life experience for students as PLC Sydney. After the suggestion from SRC, rom changes are now emailed to the girls in each class, allowing girls to get to class quicker. We raised concerns about lights and furniture in certain rooms that were quickly rectified. We also suggested being allowed to wear diamante earrings as part of our uniform, which is very excitingly being explored. Both of us have loved getting to know the SRC girls. It has been an absolute pleasure to hear stories from girls of all year groups, share food and offer advice when we weren’t discussing what was on our agenda. We would also like to thank Ms Mella for her email reminders, experienced guidance and endless support for the SRC. We are so grateful to have led alongside her. We wish all the best for the future captains and SRC body. Vanessa Lin and Sarah Sweeting Vice-Captains, on behalf of the Student Representative Council

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Presbyterian Ladies' College, Sydney is a day and boarding school for girls from Pre-Kindergarten to Year 12, offering a broad curriculum to students from a diverse range of backgrounds. Founded in 1888 and situated at Croydon, the College is set within 4.4 hectares of landscaped grounds and retains its nineteenth century heritage buildings and gardens alongside modern state-of-the-art facilities. PLC Sydney aims to educate young women from the basis of a Christian world view to make a difference in a rapidly changing global society. Its graduates are confident, caring, accomplished young women who make a fine contribution to society and who carry a genuine concern for the welfare of others. The College is widely recognised in Australia and overseas for developing innovative educational initiatives and providing a world class teaching and learning programs. Approximately half the students who sit the Higher School Certificate (HSC) gain an Australian Tertiary Admission Rank (ATAR) of 90 or higher and students leave school to pursue a wide range of career paths. PLC Sydney caters for students of all abilities including gifted and talented students and students with mild intellectual disabilities. Established in 1994, the Special Education Integration Programme has become well known for pioneering advancement in education for students with disabilities. PLC Sydney is home to approximately 1400 students and has accommodation for up to sixty-five boarders. Boarders achieve their academic best and broaden their horizons in an intimate, supportive, caring environment. The Boarding House offers full and weekly boarding for students in Years 7 to 12, with access to the outstanding school facilities including the JD Oates Aquatic Institute and Performing Arts Centre. PLC Sydney is recognised for its outstanding music and sporting opportunities and the extensive range of co-curricular and cultural activities. Students at PLC Sydney also develop a strong global focus. Throughout their schooling career, they have a variety of opportunities to embrace international exchange, Service Learning and academic tour experiences. The College takes a personal approach to pastoral care and advice is available to every student from a comprehensive team of teachers and specialist staff. School website link Student SES (My School website :( https://www.myschool.edu.au) Students with disabilities: 101* *Note that this number includes students with all definitions of disability, including all the new categories now required by the government. Note also that this definition shifted with NCCD legislation, requiring us to collect a broader range of students that what we had been required to collect prior to 2019. This accounts for the shift in numbers upward.

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Our HSC results for 2019 were outstanding. Of particular note were our Mathematics and Physics result, the latter a result of our investment in Cambridge Physical Science courses in Stage 5, which prepared these students well for their NESA course in Physics. Particular congratulations to Ziyi (Ally) Que and Ye (Linzy) Zhao, who each achieved ATARs of 99.95. These are exceptional results and extremely well-deserved. 

9% of PLC Sydney students (12 students) were in the top 1% of the State



51% of PLC Sydney students were in the top 10% of the State

TOP ACHIEVERS IN COURSE LIST

The following students gained places in the Top Achievers in Course List (placing in the top 20 students in the State in their different subjects): 

Claire Shi (Visual Arts) - equal 2nd



Leah Flanagan (Mathematics Standard 2) - equal 5th



Ye (Linzy) Zhao (English EAL/D) - 5th



Ziyi (Ally) Que (English EAL/D) - 6th



Tingxuan (Cheryl) Lyu (English EAL/D) - 9th

PREMIER’S ALL-ROUND ACHIEVERS LIST 19 students were recognised on the Premier’s All-Round Achievers List (achieving the highest band possible in at least 10 units). PLC SYDNEY OUTSTANDING OVERALL RESULTS Band 6 results (marks over 90) or equivalents in Extension courses were achieved in 35.7% of all examinations sat by PLC Sydney students, in all subjects. Our school mean, per unit, was 42.5 out of 50 (which means that the average mark received by PLC Sydney students in the HSC was 85 out of 100, gained across all courses). Twenty students (83%) of our Year 11 Mathematics accelerants achieved excellent Band 6 results in the 2-unit paper. Fifteen students (88%) achieved E4 (the top level) in the Extension 1 paper.

HSC SHOWCASES AND EXHIBITIONS ARTEXPRESS: ENCORE:

9 students were nominated and 1 student was selected 4 students were nominated

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OnSTAGE: SHAPE: TexStyle:

5 individual students were nominated; 3 groups were nominated and 1 was selected; 1 Director’s Portfolio was nominated and selected for exhibition 4 students were nominated 1 student was nominated and selected

BAND SUMMARIES IN 2018 The following table is an analysis of the PLC Sydney HSC results according to the Performance Bands achieved as compared with the State averages. HSC marks are awarded according to the standard demonstrated by students. Each decile of marks over 50 is designated as a Band between 2-6 (Band 6 is the highest Band and represents marks between 90-100 etc) Extension Courses are marked out of 50. Band 4 (E4) is the highest. Courses where there is only one student are not listed in the table for reasons of privacy.

PLC Sydney Candidates

% PLC Sydney Band 6

% PLC Sydney Band 5

School/State Variation Combined

Ancient History

14.92

Biology

12.32

Business Studies

13.49

Chemistry

13.72

Chinese and Literature

7.99

Chinese in Context

100

Chinese Continuers

-0.47

Community and Family

7.46

Design and Technology

11.27

Drama

12.88

Earth and Environmental Science

10.25

Economics

6.84

English Advanced

105

4.65

English EAL/D

18.16

English Standard

7.68

Food Technology

8.94

Subject

4.14

Studies

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PLC Sydney Candidates

% PLC Sydney Band 6

French Continuers

100

Geography

8.26

Italian Continuers

5.66

Japanese Continuers

5.15

Latin Continuers

-3.18

Legal Studies

12.11

Mathematics

7.4

Mathematics Standard 2

8.73

Modern History

10.82

Music 1

8.42

Music 2

4.66

Personal Development, Health and Physical Education

9.02

Physics

14.78

Studies of Religion II

8.74

Textiles and Design

10.27

Visual Arts

8.84

PLC Sydney Candidates

% Band E4

% Band E3

School/State Variation Combined

Chinese Extension

100

English Extension 1

3.27

English Extension 2

2.34

French Extension

100

History Extension

Subject

Extension Course Subject

Italian Extension

% PLC Sydney Band 5

School/State Variation Combined

13.31

1.24

4.82 17

5.2

One student only - no results are published due to privacy reasons

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PLC Sydney Candidates

% PLC Sydney Band 6

% PLC Sydney Band 5

School/State Variation Combined

Japanese Extension

2.41

Latin Extension

-2.37

Mathematics Extension 1

5.36

Mathematics Extension 2

-0.2

Music Extension

-2.03

Science Extension

7.52

Subject

The School had no students who were issued with a Record of School Achievement.

Performance on NAPLAN is documented on the My School website: http://www.myschool.edu.au).

In 2019 100% of the Year 12 cohort achieved the HSC (see the My School website: http://www.myschool.edu.au). Students studying and attaining a VET qualification for 2 of their program units: 0

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The College Executive participated in a range of seminars in areas such as Leadership and Compliance and Governance, Growth Coaching, Technology and the curriculum, Cambridge and its application in Australia, and Wellbeing. K-12 teaching staff participated in whole school professional development on: ● Designing units and lesson plans ● Questioning assumptions in our curriculum design ● Peer Teaching Observations ● Whole school strategic planning ● Child Protection Junior School In addition, the following professional development areas were addressed by staff throughout 2017. Some of these courses satisfied Institute accredited hours for staff completing accreditation. Course Description 2019 Assessment and Treatment – children with reading difficulties 2019 Mathematical Association of NSW Conference K-8 AIS Consultant – Scout NAPLAN Data Training Ben Arber AIS: Student Services Conference: Working Together AIS: Becoming Accredited at Experienced Teacher AIS: Differentiation: Catering for the Diverse Needs of All Learners AIS: Equipping Students to Work Mathematically through Explicit Instruction AIS: From Go to Whoa! Creating Great Units in Mathematics AIS: Light Up Your Classroom: Full STEM ahead AIS: Spell It Out: Explicit Teaching of Spelling K-6 AIS Teacher Leaders AIS Teaching EALD Students K-6 APSMO Advanced Strategies in Problem Solving BHPBSEA – Science and Engineering Awards Bullying and Rivalry – Dr Burgis Chem STEM K-12 Conference Child Protection Training Encountering and Interpreting the Principles of Reggio Emilia Everyday Peacemaking for Schools First Aid Training Get Reading Right Get Ready for Robust Research Google Certified Trainer Workshop IEU Environment Conference 2019L Learning Outside the Classroom Igniting a Passion for Learning IPSHA Debating Workshop IPSHA Deputies Conference 2019 PLC SYDNEY | 2018 ANNUAL REPORT

Participants Attended 1 2 41 1 2 1 1 1 1 1 2 3 1 1 41 2 37 1 1 9 1 1 1 1 1 1 1 PAGE 19

IPSHA Gifted and Talented Umbrella Meeting IPSHA Innovative Learning and ICU Umbrella Group IPSHA Learning Support Umbrella Group MacqLit 2 Day Workshop MaquLit Professional Development Workshop Mind Reading for Teachers: how to tell, and what to do, when working memory fails Neuro-scientifically aligned teaching NSW Curriculum review interim report Reggio Emilia Eastern Suburbs Provocation Group Seven Steps to Reading Success Strategies for Effective Literacies Teaching Primary History Through Place Teaching Primary Through Role Play Teaching with Agility (PETAA) Year 3 Pearson Fountas and Pinnell Learning Walk

1 1 1 1 3 1 1 1 3 21 2 1 1 1 1

Secondary School Course Description

Participants Attended

Boarding Practical Leadership Habits Duty of Care National Boarding Conference

1 1 2

Careers CAA New Career Adviser Day New Insights Into Coaching Practice

1 1

English ALEA National Conference: Empowering Voices AIS Literary Worlds Challenging Behaviours: Expectations and Responses Extension 2 Webinar Series HSC Exams: Implications for Teaching AIS: Curious Incident of the Dog in the Night Time ETA: HSC Assessment

1 1 1 1 1 1 2

AIS: Stage 6 EAL/D English

What is Discursive Writing?

AIS: Tempest/Hagseed AIS: T.S. Eliot Shakespeare FuturEd Conference Positive Classroom Management ETA Conference Cambridge English in Literature

1 1 2 1 1 1

Enrolment/ Marketing

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Hubspot CMS Training NSW ACT Chapter Conference Educate Plus CASE Asia Pacific Institute in Alumni Relations SMH Education Summit CSE Conference National Future Schools Conference and EXPO National Coaching in Education Conference Lawsense: Law in Schools Support Staff Conference

2 1 1 3 2 2 1 1 1

Executive Asia Pacific Summit on Girls’ Education EDVAL Timetabling Summit

1 1

Drama HSC Drama Practical Marking Day Frantic Assembly Intensive Workshop

1 1

IT EduTech International Conference CompTIA Project

1 1

Learning Enrichment Autism: Differentiating for Studies on the Spectrum Autism Forum Sue Larkey: Teacher Assistant Online Course

2 1 1

AEAS: International Education Seminar

Library Services Abbotsleigh Teacher Librarians’ Conference IPSHA Teacher Librarian Umbrella Meeting Understanding Dewey and Book Numbers Understanding Heading Numbers in SCIS Tomorrow’s Leaders Conference ASIS Annual Meeting Today’s Learners, Tomorrow’s Leaders Research Conference 2019

1 1 2 4 1 1 2 1

History AIS History Extension Symposium Early Career History Day

1 2

Exploring Big Ideas and Turning Points in History Teaching History Symposium Studies of Religion: Judaism Modern History: Stage 6 HSC EduTech International Conference SoR in Focus Becoming Accredited at Experienced Teacher Everyday Peacemaking

2 1 1 1 1 1 1 1

Languages Stage 6 Languages Extension AISNSW Languages Conference PLC SYDNEY | 2018 ANNUAL REPORT

1 2 PAGE 21

Chinese Language Teachers of Australia/New Zealand Transformative Change and Chinese Language Teaching Chinese Language Teachers Association Conference Viewing of Experienced Teacher Portfolios - AIS K-6 Languages Programming Supervisors Day: NSW School of Languages Stage 6 Marking and Assessment Workshop Stage 6 Languages Extension

1 3 1 1 1 1 1 2

Mathematics Collaboration for Differentiation MANSW Conference

1 2

MANSW New Stage 6 Syllabus Standard and Advanced MANSW New Stage 6 Extension 1

1 1

TTA Extension 1 Maths

Investigative Maths

Maths Stage 6 Statistics

Literacy and Numeracy Progressions AIS Mathematics HoDs Day Preparing to Teach 2 Unit Maths Stage 6 Vectors A Teacher Wellbeing Toolkit Growth Mindsets Positive Classroom Management AAMT Conference Teaching with Technology Habits of Mind Why Maths Matters

1 1 2 1 1 1 1 1 1 1 1

Music Music for Special Education Teachers PDHPE Teaching CAFS for the First Time EduTech International Conference Familiarisation and Planning: NSW PDHPE K-10 PDHPE AIS Conference CAFS Enrichment Day Cambridge International Introductory Course Science AMGEN Biotech Experience Introduction to Programming STANSW Physics Teachers Symposium STA Meet the Markers Illuminating and Investigating Biology and Science Education Perfect: EPIC Conference Collecting Quality Assessment Data Science Extension Workshop Social Science LSA 2019 Conference PLC SYDNEY | 2018 ANNUAL REPORT

1 1 1 1 1 2 1 3 2 2 6 1 1 1 1 2 PAGE 22

Teaching HSC Economics Familiarisation NSW Commerce 7-10 Syllabus AIS Geography Conference Business Studies Through the Eyes of Students EBE Annual Conference GTA Regional Conference

1 1 2 2 1 2

Sport 2019 Level Two Aerobic Gymnastics Head of Sport AISNSW Conference Netball Advanced Coaching AFL Level 1 Coaching School Sport Triathlon Ski and Snowboard Instructor’s Training

1 1 1 1 1 1

TAS/Vis Art National Gallery of Australia: PD HSC Practical Markers Day Access Artists: Tips from the Front Line VA: Understanding Autism EduTech International Conference IT EduTech International Conference CompTIA Project Wellbeing Law Sense for School Counsellors AIS School Counsellors Conference Positive Schools 2019 AIS Wellbeing Conference AIS School Counsellor’s Conference Peer Support Implementation Everyday Peacemaking 3rd National Indigenous Education Forum

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3 2 1 1 1 1 1 2 2 2 2 2 1 16 1

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Category A Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEINOOSR) guidelines, or B Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or C Teachers who do not have qualifications as described in (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context

Number of Teachers

148

PLC Sydney has a male non-teaching Executive Principal. Category Principal (Male) Teaching Staff delivering NESA Curriculum Full-time Female Part-Time Female Full-Time Male Part-Time Male Total (Teaching only)

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Number 1

FTE 0

90 42 14 1 144

90 24.5 14 .6 129.1

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Year Attendance Level Rate K 96 1 95.8 2 95.5 3 95.6 4 96.3 5 96.5 6 95.1 Av. Attendance Rate: 95.9

Year Level 7 8 9 10 11 12

Attendance Rate 97.4 95.4 96.5 95.3 95.7 97.4

96% of students attended school on average each school day in 2019. This is consistent with our normal range of attendance.

Junior School School day: 8.20 am – 3.00 pm 1. Electronic rolls are taken by staff during Period 1. 2. The Hamilton/Evandale secretary monitors the marking of rolls. Rolls that have not been marked are notified to individual teachers for immediate completion. 3. By 10.00 am an Absence report is generated in hard copy and the Hamilton/Evandale secretary checks with class teacher teacher/parent for any inaccuracies, as a result of students arriving late for school without going through the Late Arrival Procedure. 4. By 10.00 am the Hamilton/Evandale secretary phones parents/guardians of students who are not at school and for whom there has been no parent/guardian contact. The secretary enters responses into the data base. 5. If initial parent contact is not successful, the other parent listed in the database is phoned. Notification of student absence 1. Parents/guardians notify the Junior School of student absence, by telephone call on the morning of the absence, by email before, on the day of or after the student absence, by completion of the tear-out section in the Student Handbook for student absence, a note in the Student Handbook or by letter or notification through the College Website. 2. Parents/guardians who notify by phone call are required to verify the absence in writing. 3. Emails from parents, letters or copy of the note in Student Handbook relating to attendance are printed and filed. 4. All records of parent communications re attendance are filed and subsequently archived.

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Follow up for unexplained absences 1. Daily: See 4. Above. 2. A letter is automatically generated at the end of each month for the families of all students for whom there are unexplained absences notifying them of the dates of these absences and requesting written validation of the absence(s). 3. Mid-term and at the end of the term, class teachers are emailed a list of the number of partial and full day absences for the students in their class, from the beginning of the school year. Variations to attendance Late start 1. Students who arrive late to school sign in at the attendance kiosk in the Hamilton/Evandale office. Two copies of the Late to School notes are generated. At Evandale, one copy is for the parent or guardian present to sign and then to take with the student to the class-teacher, the second is for the office files. At Hamilton, if the student is not accompanied by a parent/guardian explaining the lateness, the Hamilton secretary sends an email to the parent for verification/notification of student’s late arrival. A late to school note is generated and given to the student at the time to pass on to the class teacher on arrival at the classroom. This notifies the teacher that the student has been to the Hamilton office. 2. All signed Late to School notes and letters are filed and subsequently archived. Early Leave 1. All early leave must be notified in advance to the class teacher or Hamilton/Evandale secretary. Students leaving early must be signed out and collected from the Hamilton/Evandale office by the parent/guardian. Secondary School School day: 8.20 am – 3.05 pm 1. Electronic rolls are taken by staff in all lessons. 2. The Student Attendance Secretary monitors the marking of rolls. Rolls that have not been marked are notified to individual teachers for immediate completion. 3. By 10.00am (Home Room) the daily roll for the Senior School has been collated by the Student Attendance Secretary and an email sent to all Senior School entitled ‘Initial List’. Staff members are requested to check this list and to alert the Student Attendance Secretary to any inaccuracies. (Inaccuracies may occur as a result of students arriving late for school without going through the Late Arrival Procedure, or events/holidays not submitted to the Attendance Secretary (see below). 4. By11.00am (Lesson 3) the Student Attendance Secretary sends an SMS message to the designated contact for students who are not at school and for whom there has been no parent/guardian contact. The Student Attendance Secretary enters responses to this SMS message into the data base. 5. By 11.45am (Lesson 4) a second email is sent by the Student Attendance Secretary to all Senior School entitled ‘Final List’. This list identifies absences in all Senior School year groups, noting them as ‘with reason’ or ‘without reason’.

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Notification of student absence 1. Parents/guardians notify the Senior School of student absence by telephone call on the morning of the absence, by email before, on the day of or after the student absence, by completion of the tear-out section in the Student Handbook for student absence or by letter or by the College App or direct SMS. 2. Parents/guardians who notify by phone call are required to verify the absence in writing. 3. Emails from parents, SMS, Web forms and SMS replies relating to attendance are printed and filed. 4. All records of parent communications re attendance are filed and subsequently archived. Follow up for unexplained absences 1. Daily: see 4 above. 2. Fortnightly: unexplained absences reported to Heads of Year for follow up. 3. At the end of each term the Student Attendance Secretary collates unexplained absences for all students. A letter is prepared for the families of all students of their unexplained absences, notifying them of the dates of these absences and requesting written validation of the absence(s). 4. Assistant Wellbeing checks the Final List of student absences daily and note the names of students absent for a period of time or absent without explanation. If a check of the database (or conversation with the Student Attendance Secretary) indicates that there has been no information about the student after 2 days, the Assistant, Well-being contacts the parents/guardian. Variations to attendance Late start 1. Students who arrive late to school before 8.45am sign in at the attendance kiosk in the staffroom office. After 8.45am, if the student does not have a note from a parent/guardian explaining the lateness, the Receptionist at the desk provides her with a Late to School note (distinctively coloured) which must be completed by a parent/guardian and returned. The students Handbook is stamped with The Late to School. This must be shown to the teacher of the class the late student enters. 2. At 9.15am the staffroom kiosk is turned off. Students arriving late to school after 9.15am must go straight to the Receptionist for addition to the database and receipt of a Late to School note. 3. All Late to School notes and letters are filed and subsequently archived. Early Leave 1. All early leave must be notified in advance to the Student Attendance Secretary. Students leaving early must be collected from the Senior School staffroom office by the parent/guardian. 2. In the case of students who wish to leave early without having submitted an early leave notification, the parent/guardian is contacted and requested to collect the student from the Senior School staffroom office. Before the student leaves the school, the parent/guardian must complete and sign an Early Leave note or email, fax, SMS a note to leave early. 3. All Early Leave notes are filed and subsequently archived. Year 11 and Year 12 students 1. All Year 11 must be on campus for Period 1. 2. Year 11 students who have no lessons Period 5 and/or Period 6 may go home early. Sign out is done at the Kiosk in the Senior Staffroom. 3. Year 11 students may go to Croydon during the official College lunch time. Students must sign the Strand Book that is located in the Senior Staffroom before going to Croydon. 4. Year 11 parents/guardians are informed of these arrangements by letter.

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5. Year 12 students may arrive late at school if they do not have a class in Period 1. Year 12 students taking advantage of the Late Morning privilege must be at school by 9.15am. 6. If taking advantage of the Late Morning privilege, students must sign in at the Kiosk in the Senior Staffroom. 7. Year 12 students who have no lessons in Period 5 and/or Period 6 may go home early. Sign out is done at the Kiosk in the Senior Staffroom. 8. Year 12 students may go to Croydon during the official College lunch time. Students must sign the Strand Book that is located in the Senior Staffroom before going to Croydon. 9. Year 12 parents/guardians are informed of these arrangements by letter.

Years compared

Year 10 total enrolment at census

Year 12 total enrolment on census date

2017/2019 2016/2018 2015/2017 2014/2016 2013/2015 2012/2014 2011/2013 2010/2012 2009/2011 2008/2010 2007/2009 2006/2008 2005/2007 2004/2006 2003/2005 2002/2004 2001/2003 2000/2002

146 123 135 116 130 133 153 152 143 142 147 149 146 152 124 118 110 118

144 127 139 119 134 133 149 152 140 141 151 151 148 144 127 119 113 127

Year 10 enrolment at census remaining in Year 12 at census 136 114 126 112 125 125 142 146 131 130 135 140 149 140 117 109 102 109

Apparent retention rate

Actual retention rate

99% 100% 100% 100% 100% 100% 97% 100% 98% 100% 100% 100% 100% 92% 100% 100% 100% 100%

93% 93% 93% 96% 96% 94% 93% 97% 94% 92% 92% 93 % 92% 94% 94% 92% 92% 92%

Based on the information provided to the school when students leave, it would appear that only the minority of the students who leave the school at the end of Year 10 or during Year 11, do so because of family circumstances or to pursue employment or vocational training. The mobility of families – including to overseas postings – have contributed to student movement in the senior years.

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95% of students who left school at the end of Year 12 were offered entry into university. 5% went on to TAFE, other post compulsory education, “Gap” years, returned home overseas or pursued full-time employment.

1. INTRODUCTION The Presbyterian Ladies College, Sydney is a school for students from Pre-Kindergarten (four years old) to Year 12, with boarding for students in Years 7-12. The College offers a broad curriculum to students from a diverse range of backgrounds. PLC Sydney aims to educate young women from the basis of a Christian world view to make a difference in a rapidly changing global society. 2. KEY DEFINITIONS Throughout this policy, unless the context requires otherwise: a. ‘parents’ includes legal guardians or any other person who has applied to have a student entered on the waiting list or enrolled at the College and, where the student has only one parent, means that parent. b. ‘disability’, in relation to a student, is that as defined in the Disability Discrimination Act (Cth) 1992 3. OUTCOMES The policy will provide guidance to all staff involved in the College’s enrolment process to ensure that their practice leads to compliance with all relevant College policies and government legislation. 4. POLICY ASSESSMENT This policy and its procedures will be assessed at regular review to determine its effectiveness. This will be determined in part by solicited feedback from random parents on a periodic basis and from any unsolicited feedback from parents. 5. THE POLICY This policy gives guidance to those within the College community and to those who would join it concerning enrolment criteria and procedures. While the policy is as comprehensive as possible, there will inevitably be some situations which are not specifically covered. In such instances, it is the Principal’s responsibility to decide the appropriate course to take in the circumstances.

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Three different types of enrolment are possible: a. as a student in the mainstream, or b. as a student from overseas, or c. as a student in the Transition Program Relevant Legislation • Disability Discrimination Act 1992 (Cth) • Disability Standards for Education (Cth) 2005 • Race Discrimination Act 1975 (Cth) • Anti-Discrimination Act 1997 (NSW) These Acts make it unlawful to discriminate against a person by refusing to enrol them at the College on the grounds of their disability or race. The College is committed to fulfilling its obligations under the law in this Enrolment Policy. 5.1

ENROLMENT ELIGIBILITY

5.1.1 Mainstream Students Mainstream students are those who are not eligible to enrol as overseas students or transition program students. Students applying for enrolment into the mainstream who have a language background other than English and whose English language skills may not be sufficient as a medium for learning may be required to be assessed by the ESS department of the College and required to enrol in an Intensive English College prior to entry to the College. 5.1.2 Overseas Students Overseas students are students who are not Australian residents. If an overseas student is studying overseas in non-English speaking countries in a school where English is not the language of learning, to be eligible to apply for enrolment at PLC Sydney, the student must demonstrate competency on the Australian Education Assessment Services (AEAS) test including the written section. The College will determine the student’s English level suitability for enrolment to the College. Students may have their enrolment made conditional on achieving a satisfactory English level in a given time period. Once enrolled, overseas students undertake the mainstream program of study. Some overseas students may be required to undertake an ESL course in Years 9 and 10, or to undertake the Fundamentals of English course in Year 11 in order to continue the development of their English language skills. 5.1.3 Transition Program Students The purpose of the Transition Program is to afford girls who have a mild or moderate intellectual disability with a program to meet their special needs in relation to their education.

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The Transition Program is designed to develop academic skills, independent living skills and social skills for students whose primary presenting disability is mild or moderate intellectual disability such that they can make a successful transition to work from school. As such, it is not suited to girls presenting with other disabilities, including severe intellectual disabilities. These students will undertake individually structured classes from Year 7 to Year 12. They may also participate in mainstream classes as deemed appropriate by the school, in consultation with the parents, for their individual abilities and needs. The number of students in the Transition Program is capped at 30. The number of students in the program presenting with a moderate intellectual disability is capped at 10 at any one time. An offer of enrolment in the Transition program will only be made if a place is available. ●

●

To meet criteria for mild intellectual disability students must have a full-scale IQ score of approximately two to three standard deviations below the mean on an approved individual test of intelligence. There must be information on the assessment of adaptive skills and school performance consistent with, or below this range of scores. To meet criteria for moderate intellectual disability, students must have a full-scale IQ score of approximately three to four standard deviations below the mean on an approved individual test of intelligence. There must be information on the assessment of adaptive skills and school performance (where applicable) consistent with, or below this range of scores. In addition, to fully access the program students must: • be able to follow a verbal instruction • be able to work independently in the classroom • have basic reading and writing skills • be able to communicate verbally • be able to manage personal hygiene It is also expected that students be able to participate in co-curricular activities on offer without requiring one on one support

For Transition Program applicants the Enrolment Fee will be required after an assessment and interview has taken place and an offer is made.

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5.2

ENROLMENT PROCEDURES

Enrolment procedures for all students is as follows:

Parents enquire about enrolment Director of Enrolments sends enrolment information or directs parents to online application process

Parents return Application to go on waiting list or apply online for waiting list. Application Fee to be paid

Potential student is placed on waiting list

College undertakes pre-enrolment assessment and interviews

College considers application and either terminates application or makes offer

Parents accept or decline offer

If offer accepted parents sign Enrolment Agreement and pay Enrolment Fee, student now enrolled

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5.3

ENQUIRIES

The Director of Enrolments will send everyone enquiring about enrolment the details of the procedure including: a. a Prospectus which is the Conditions of Enrolment b. the most recent Fee Schedule c. an Application Form for inclusion on the waiting list d. an Application Fee Payment Form The Director of Enrolments will direct everyone enquiring about enrolment to this Enrolment Policy located on the College’s website. 5.3.1 Waiting Lists The Principal, through the Director of Enrolments, is responsible for the maintenance of waiting lists for entry to the College. Placement on the waiting list does not guarantee an offer of enrolment. Entrance may be accommodated at any time throughout the school year depending on circumstances. Names of students will be entered on the appropriate waiting list when their parents or a parent: a. return or complete on-line the Application Form for inclusion on the waiting list b. pay a non-refundable Application Fee c. provide a copy of the student’s birth certificate In addition, an application for an overseas student must also include: a. a copy of the biographical page of their passport b. the AEAS Test Report of English competency c. a copy of their Visa documentation if the student is currently in Australia on a Visa Failure to provide all required information may result in the College declining to enter the student’s name on the appropriate waiting list or delaying such entry, and may also result in the College declining or delaying the student’s enrolment. 5.4

ASSESSMENT INTERVIEW

The College will undertake an assessment process at some time decided by the College after a student’s name has been entered on the waiting lists. As part of the assessment process, the College may ask the parents to provide more information about their daughter. Any assessments or reports required from non-school personnel will be at the parents’ expense. In considering all prospective enrolments, the College may ask parents to authorise the Principal or his delegate to contact: a. the Principal of their daughter’s previous school to obtain or confirm information pertaining to their daughter or her enrolment b. any medical or other personnel considered significant for providing information pertaining to the needs of their daughter. c. Where information obtained by the College suggests:

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d. a profile of misconduct, illegal activities or anti-social behaviours that indicate that the student’s enrolment at the College is likely to be detrimental to other students, the staff or the College, or e. the parents may not be able to meet the financial commitment required by having a student at the College, or f. the level of English language is not adequate to undertake the rigours expected by the College Notwithstanding that the student be the sibling of a current student, the Principal may, decline to proceed any further with the enrolment process. 5.4.1 Disability Where a student has declared education support needs, or a disability, or other information has come to light indicating a possible need for education support services, or for some measures or actions to assist the student to participate in the College’s courses or programs or to use the College’s facilities or services, the College will make an initial assessment of the student’s needs. This will include consultation with the student or her parents as part of the collaborative planning process. In respect of any prospective enrolment, the College reserves the right to have members of its staff visit the student’s current school or (with the parents’ agreement) the home, to more accurately assess the learning needs of the student. The Principal may: a. require the parents to provide medical, psychological or other reports from specialists outside the College. b. obtain an independent disability assessment of the student Where information obtained by the College indicates that the student has a disability, the Principal will seek to identify the exact nature of the student’s needs and the strategies required to address them. Having obtained this information, the Principal will determine whether the student, if enrolled, would require some measures or actions to assist the student to participate in the College’s courses or programs or to use the College’s facilities or services that are not required by students who do not have the student’s disability. Where the Principal determines that the student would require some such measures or actions, the Principal will seek to identify whether those measures or actions required are reasonable in that they balance the interests of all parties affected. In assessing whether a particular measure or action for a particular student is reasonable, the Principal will comply with the standards outlined in the Disability Standards for Education (Cth) 2005. Where the Principal determines that the enrolment of the student would require the College to take unreasonable measures or actions to ensure that the student is able to participate in the College’s courses or programs, or to use the College’s facilities and services, on the same basis as a student without a disability, or would cause unjustifiable hardship, the Principal may decline the offer of a position or defer the offer or invite the parents to consider the Transition Program for their daughter.

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5.5

INTERVIEW

All students registered for enrolment are invited with their parents to attend an interview at the College with the Principal or a member of staff appointed by the Principal within two years of their expected start date. The principal, at his discretion, may forego the interview component of the enrolment process. At the interview, among other things, the College’s representative will: a. inform the parents of their responsibility to the College in relation to fees and will ascertain their ability to afford the current fees b. seek to establish that the expectations and commitments of the parents are consistent with the vision, values, goals, policies and resources of the College c. advise the parents of primary school students of the provision of an Out of School Hours Care Service on the premises at PLC Sydney, its schedule and its proposed fees 5.6

DETERMINATION

The College reserves the right not to offer any student a place at the College or to defer the offer of a place to any student at its discretion but particularly when the parents, having been aware of their daughter’s specific educational needs, decline to declare those needs or to withhold relevant information pertaining to their daughter. The College also reserves the right to terminate an enrolment where the parents have not declared or have withheld known information pertaining to their daughter’s needs. When determining the offer of a place at the College, the College gives preference to: a. scholarship winners b. sisters of students already at the College c. daughters or granddaughters of former students of the College d. boarders e. daughters of ministers of recognised protestant churches The College also considers: a. a student’s willingness and ability to contribute to the wider life of the College b. evidence of good leadership and good character c. evidence of a place at a similar independent school elsewhere in Australia if a family relocates from interstate d. the date of lodgement of the Application Form for inclusion on the waiting list 5.7

OFFER

At the satisfactory conclusion of the interview process, the College may make an offer to the parents to enrol the student via a Letter of Offer. Parents will also receive the College’s current Conditions of Enrolment. To accept the offer, the parents must, within 14 days of receiving it, deliver to the College: a. the Acceptance Form which includes acceptance by the parents of the then current Conditions of Enrolment b. the non-refundable Enrolment Fee Failure to reply within the required time may result in the position being re-offered where other students are waiting for entry to the College. PLC SYDNEY | 2018 ANNUAL REPORT

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The Enrolment Fee is additional to tuition and other fees. While ever the strategic alliance exists between PLC Sydney and PLC Armidale, enrolments are able to be transferred from one school to the other without payment of the Registration and Enrolment Fees which would normally apply. Such transfer is subject to a place being available both in the year group and in appropriate courses. 5.7.1 Available rebates The following rebates apply: a. in cases where two or more sisters of the same family are attending at the same time then the oldest student will attract full fees; second and subsequent students will attract 10% rebate on Tuition fees for each child b. daughters of full time College staff are eligible for a 25% rebate on Tuition fees; daughters of part time College staff are eligible for a 25% rebate on a pro rata basis dependent on their part time allocation c. daughters of full time Presbyterian ministers are eligible for a 75% rebate on Tuition fees; the church of the Presbyterian minister must be one recognised by the Presbyterian Church (New South Wales) Property Trust d. daughters of full time ministers of other recognised Protestant churches are eligible for a 50% rebate on Tuition fees; recognition of the church is at the discretion of the Principal 5.7.2 Offers for Provisional Enrolment Where circumstances give rise to uncertainty on the part of the Principal, a provisional enrolment may be offered for a student for a set period of time.

Conditions applying to such provisional enrolment will be set out in writing. In these cases, either the parents or the Principal may terminate the enrolment with seven days’ notice. In such circumstances, enrolment deposits will be refunded and fees will be adjusted to cover the period of enrolment only. No penalties will apply. This provision may not be applied in the case of students with a disability. 5.7.3

Entry at the Start of Pre-Kindergarten and Kindergarten

a. Pre-Kindergarten Girls whose 4th birthday falls on or before 31 March of the proposed year of entry, are eligible to commence Pre-Kindergarten. All potential students must undertake a ‘readiness for school’ assessment. If parents have already indicated specific learning needs, an alternative and/or additional assessment process may be required. In respect of any prospective enrolment, the College reserves the right to have members of its staff visit the student’s preschool, early intervention centre or (with the parents’ agreement) the home, to more accurately assess the learning needs of the student. For Pre-Kindergarten students the Enrolment Fee will be required after the successful assessment has taken place. PLC SYDNEY | 2018 ANNUAL REPORT

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b. Kindergarten Girls whose 5th birthday falls on or before 31 May of the proposed year of entry, are eligible to commence Kindergarten. All Kindergarten applicants are assessed for class placement in the year prior to entry. 5.7.4 Holding of Class Places Places at the College will not be held for students who are withdrawn from the College except in specific circumstances and at the discretion of the Principal. Places may be subject to College fees being maintained for the period of absence and the enrolment continuing to be eligible to attract Government subsidies. 5.7.5 Accommodation in the Boarding House A student may apply for a place in the Boarding House. Boarding accommodation is available for students in Years 7-12. An offer of accommodation in the Boarding House will only be made if a place is available. A student may be placed on a waiting list for accommodation in the Boarding House. Placement on this waiting list does not guarantee an offer of accommodation will be made. It is an expectation that once a place is accepted the student remains in the Boarding House to the conclusion of her Year 12 studies. For overseas students, if a place is offered in the Boarding House then one term’s boarding fees in advance is required to confirm this place. 5.8

EX-STUDENTS’ UNION MEMBERSHIP

Every enrolled student who exits the College is automatically a member of the Ex-Students Union and is entitled to receive newsletters, notice of events and special invitations over the course of her lifetime. A single membership at the time of enrolment is charged to cover this cost. 6. CONFIDENTIALITY The College will abide by the provisions of the Privacy Act 1988. Confidentiality and privacy require that all staff must ensure that information regarding students and their parents and/or legal guardians is restricted to those who genuinely need to know. Furthermore, those people should only be told as much as they need to know and no more. 7. RECORD KEEPING Information concerning all applications will be kept on file. Unsuccessful application information will be kept for five years. Successful application information will be kept for the duration of the student’s enrolment at the College plus seven years after leaving the College.

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COMMUNICATING THE POLICY

This Policy will be available on the PLC College website and on the College’s intranet and in printed form with the Director of Enrolments. 9.

TRAINING AND DEVELOPMENT

Relevant staff will undergo professional development to ensure they have read and understood this policy. Relevant staff are encouraged to review and supply feedback regarding this Policy so that amendments can be implemented as necessary. Staff are encouraged to attend training courses and in-service opportunities that enhance their contributions to the enrolment experience.

(see My School website: http://www.myschool.edu.au )

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The College seeks to provide a safe and supportive environment which: ● supports the physical, social, academic, spiritual and emotional development of students ● provides student welfare policies and programs that develop a sense of self-worth and foster personal development minimizes risk of harm and ensures students feel secure To ensure that all aspects of the mission of the College for providing for the welfare of our students, the following policies and procedures were in place during 2018. Policy

2019

Access to full text Parents may obtain a copy of these by contacting the Head Teacher Compliance and Human Resources

Revised and updated Policy in Feb 2018

Available to parents on the school website; provided to staff and on the staff intranet.

procedures for security of grounds and buildings

Standard security measures remain in place; additional CCTV cameras installed; additional security staff hired for events on campus.

Student Handbook Staff Intranet

use of grounds and facilities

Risk assessments used for events on campus

Student Hand-book

emergency procedures

Annual review of the Evacuation procedures following whole school drills twice each year Annual review of Lockdown policy following whole school drill twice each year; Off-campus evacuation policy and drills implemented

Staff Intranet Student Handbook School website

Child Protection Policy definitions and concepts, legislative requirements, preventative strategies, reporting procedures and investigating ‘Reportable Conduct’, investigation processes, documentation

Security Policy

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Policy

2019

Access to full text Parents may obtain a copy of these by contacting the Head of Compliance and Human Resources

On-going Review of procedures and documentation as well as staff development on all aspects of this area; new protocols to follow to ensure safety via risk assessments for all exchange activities

Staff intranet

Revised protocols for ESOS students following changes to the Standards and to RANGS documentation

Staff intranet and provided to parents, carers and students in modified form

Policies remain in place

Student Handbook Staff intranet and Staff Manual

Supervision Duty of care and risk management Levels of care for on-site and off-site activities Duty of Care for Excursions including bush-walking

ESOS student protocols

Codes of Conduct Policy Codes of conduct for staff and students ‘Respect for Others’ document Behaviour management Appropriate use of mobile phones by students

Staff Intranet Implementation of the Family Zone App for Years 7-9

Student Handbook

Pastoral care program

Revised Home Room program implemented

School website

Availability of and access to special services such as counselling

Procedures and staffing remain place

School website Brochure in Counsellor’s Reception area

Health Centre procedures

Revised First Aid and Medications Policy implemented

School website

Critical incident policy

Updated to reflect staff changes

Staff intranet

Homework policy

After school homework club continues

Procedures provided to students and parents on enrolment through website

Pastoral care

Communication Policy Formal and informal mechanisms for facilitating communication between the school and those with an interest in the student’s education and wellbeing

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Staff intranet Weekly Newsletters (copies available on request)

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At the heart of all policies in the College lies the Respect for Others statement, which affirms and encourages a respectful attitude, behaviour and interrelationship within members of the College community, i.e. staff, students and parents. In accordance with that statement students are required to abide by the school’s rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student’s prior behaviour and in accord with the Student Discipline Policy. Corporal punishment is not permitted under any circumstances. All disciplinary action that may result in any sanction against the student including suspension, expulsion or exclusion follows processes based on procedural fairness, as outlined in the Policy. The full text of the school’s Student Discipline Policy and the Anti-Bullying Guidelines are provided on the school website, staff intranet, the Student Handbook and by request in hard copy from Year Directors, the Head of Junior School and the Head Teacher Compliance and Human Resources. A summary of the Anti-Bullying Guidelines are found in Student Handbooks and are referred to by all members of the PLC Sydney teaching community at various times throughout the year. All acts of intimidation are not acceptable in any form. Students who experience such behaviour – including cyber bullying - should report this matter to either their class teacher, Head of Year, Deputy Principal, Head of Junior School or Counsellor as soon as possible. In dealing with this, the Anti-Bullying Guidelines will be followed for all bullying allegations. Every allegation of bullying will be investigated so that all participatns have the opportunity to describe and explain their behaviour. Additional policies for boarding students are supplied to student, parents and guardians and are available on the College Websites.

The College policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness. The full text of the Dispute Resolution Policy, which includes grievance resolution, is available for downloading on the staff intranet. An appropriate outline of the policy and processes is also provided in the Student Diary and school website. Additional policies for boarding students are supplied to student, parents and guardians and are available on the College Websites.

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Our goals from 2018 have largely been met, but some are carried over into our goals for 2019. Both these sets of goals are determined by our strategic plan. The goals from 2018 which have been met are: 1) Maintain the quality of education that has given PLC Sydney its standing 2) Ensure the needs of 2018 students are met in regard to enabling excellence and reaching each student 3) Confirm the Strategic Plan 2030 4) Work with the architect to confirm the Master Building Plan 5) Finish Science Laboratories 6) Begin planning for A level Cambridge a. Senior Staff to visit Cambridge Schools b. Decide which subjects to run c. Decide which examination providers work to support A levels at PLC 7) Ensure the Professional Development of Staff works towards the Learning Virtues of the School 8) Build systems for understanding Student Wellbeing and responding to health and illness 9) Reduce fees for parents – identify a second income stream 10) Service learning: increase connection with International Justice Mission, and ensure Tours do not overshadow Service Learning 11) Ensure we serve healthy food 12) Reframe Foundation to support the school’s goals 13) Consider and manage the school’s size – increase the enrolments without losing intimacy Our goals for 2019 are also in line with our Strategic plan, and specifically are: 1) “It is not just about me, but about others, the world and God” – Orienting PLC Sydney students outward to the world 2) Finalisation of the 2030 Strategic Plan 3) Finalisation of the 2030 Master Plan 4) Commencement of the PLC Sydney Pre-School Ashfield 5) Restructuring of the Foundation 6) First steps in Master Planning Undertaken 7) Reports on A Levels completed – two staff visiting the UK, subjects chosen and planning underway 8) Initial program for SE Asian Teacher Education 9) Teaching and Learning – Learning Virtues embedded 10) Exploration of possible connection with Duke University regarding Service learning and Science 11) Exploration of “safe” mobile phones for children/younger teens 12) Development of Women in Enterprise program 13) Agora program in PaTh, Science, Social Science and Boarding 14) PaTH program advanced 15) PLC Sydney Futures established

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The College has had a formal policy entitled “Respect for Others” for several years. This policy is widely printed and referred to in the daily life of the college and related where possible throughout the curriculum. Our Learning Virtues framework has now been embedded into our reporting process, requiring students to reflect upon the ways in which respect and responsibility play into their learning habits. Both students and teachers respond to student selected goals for respect and responsibility in these semesterly reports. Our College has a long tradition of student involvement in community service and service learning and 2019 again saw an extensive participation in fundraising and volunteer work for a range of charities and community services and exchange programs with students from a range of cultural backgrounds. At the heart of these activities is a College aim to develop in our students a Christian world view which respects the values, needs and dignity of all and encourages in our students an exploration of personal integrity, civic and Christian responsibility for those in need.

In 2019, PLC Sydney had 12 Indigenous students: 4 students on the Corradine Scholarship, 4 students on the AIEF scholarship and 4 students not on Indigenous scholarships. The program providing support for Indigenous students at PLC Sydney involved a partnership with Australian Indigenous Mentoring Experience (AIME), connecting with primary school, Redfern Jarjum College and mentoring sessions. The wider school community was invited to engage with Aboriginal and Torres Strait Islander cultures, histories and achievements through Reconciliation Week and NAIDOC as well as the Central Australia Tour. The Djurumin-Gal students took part in activities run by the Australian Indigenous Mentoring Experience (AIME). For the outreach days, they travelled to Sydney University and The Australian Film Television and Radio School to spend the day with Indigenous students from all over Sydney as well as AIME mentors. Students participated in a range of activities, listening to the voices of Aboriginal Elders, leaders and students in and around Sydney. Our students established a connection with Redfern Jarjum College, an Aboriginal Primary School, through a lunchtime Meet and Greet. They shared stories about High School and acknowledged the challenges involved with the initial transition. They also engaged in craft activities, including decorating hessian bags and making cards. In May, the school celebrated National Reconciliation Week. The Theme for Reconciliation Week this year was ‘Grounded in Truth. Walk together with Courage’. To start Reconciliation Week, we had the privilege of experiencing Christine Anu perform. Christine’s performance was titled In Conversation and Song. She spoke to us about the importance of First Nations culture, languages and songlines. Year 8 participated in Indigenous Games to learn about Indigenous Dance in homeroom. The theme for NAIDOC was ‘Voice. Treaty. Truth. Let’s Work Together for a Shared Future’ and along with a Welcome to Country from Aunty Ann Weldon, an Elder from the Metropolitan Local Aboriginal Land Council, alumna, Mayrah Sonter shared memories from when she was a student at PLC Sydney and talked about her journey after school. Some of our Indigenous students also reflected on their

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own experiences of what it means to walk in two worlds - at PLC Sydney and in their own Aboriginal communities. The Central Australia Tour, held in the July break, was run through Remote Tours, inviting students in Year 9-10 to participate in engaging with place, guided by Aboriginal leaders in Alice Springs. Across 8 days, the group of 17 students, including 2 Aboriginal students, journeyed from Alice Springs to Uluru, accompanied by teachers Ben Pettenon, Alicia Smith and Ana Campos.

By Marissa Andrews and Alicia Smith

Secondary School ● Fundraising and service learning activities are carried out by all year groups. In 2019 these

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included: The International Justice Mission (IJM); Ba Vi Orphanage and Centre for people with Intellectual and Physical Disabilities in Vietnam; Comoro and Becora Kindergartens in East Timor; Guide Dogs Australia; Allowah Children’s Hospital; Wunanbiri Preschool; Red Cross and Salvation Army. 58 of our Year 10 students were involved in cultural and language exchanges for up to 8 weeks during the year. These students also hosted students from their sister schools and worked to provide an environment where their guests were welcomed and integrated into their year group. Students from a number of age groups assisted with the organisation of a Multi Sports Day for students with disabilities. The carnival is run at our College and students from a number of Sydney schools participate. A mentor program is run each year using Yr.10 and Yr.11 students to support the integration of students in our Special Education unit into the social and pastoral life of the College. This program has done much to foster and encourage greater understanding of difference. Year 10 students are trained in the “Peer Support programme” and are “buddied” with a Year 7 student at the beginning of the year. This programme encourages confidence and trust in our young secondary school students. Participation of our Pipe Band in the ANZAC Day March as well as school assemblies run by our senior students to commemorate those who sacrificed their lives in conflict. Speakers program for the Secondary school featuring people who are role models because of their contribution in making a difference to the lives of others. Social Inc - a club run by Year 12 Prefects that facilitates the integration of students from our Special Education unit with the mainstream students. Students in 2019 continued to respond to a call to reduce waste; the school held a special assembly and invited two external speakers to address them on how students could responsibly support the environment in their local area. The SEED team conducted a full waste audit of PLC Sydney waste, finding that much of our waste is food scraps. To respond to this SEED lobbied for an Enrich 360 which transforms food scraps into compose overnight. Collecting bins were placed around the school to support this. In addition, SEED lobbied for new bins with clearly labelled recycling bins. In addition to this, solar panels were placed on the roof of the school, in a bit to generate our own power. Participation of Year 11 in the BSTREETSMART Road safety program

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● Participation in the 40 hour famine together with a leadership program for Year 11 students to give leadership to the program.

Junior School Annually the Junior School holds a Grandparents’ Day. On this special morning, grandparents were acknowledged for the wonderful contribution they make to their granddaughters’ lives. They were entertained by various Junior School music groups and after spending time in classrooms engaging with the girls, attended a Chapel Service in their honour. The staff, students and grandparents always look forward to this day. PLC is committed to a safe and caring environment. We want to ensure our students are set up for success and that our school culture is one of respect and kindness. Dana Kerford presented the annual GirlPower workshops for the seventh year with Years 1-6 and their parents. This skills based program empowers girls with the strategies, language, and self-confidence to be better friends and develop healthier friendships. The parent/daughter workshops are a great way to equip parents with a shared language to support their daughters in their relationships. Students were also involved in Peer Support sessions. Peer Support Australia provides school communities with an evidence based, peer-led approach to enhance the mental, social and emotional wellbeing of young people. In 2018 the girls focused on Optimism to develop the skills and knowledge to approach life with a positive attitude, use their strengths, engage in enjoyable activities and show gratitude to others. Optimism is one of PLC Sydney’s core learning virtues. Our Year 6 students lead the Junior School, and preparing and running the sessions is part of their leadership role. The Community Service Captains, along with some Year 6 leaders attended the IPSHA Social Action Expo to showcase the work that PLC Sydney has done for DORCAS over many years. Each year the girls knit squares to create class rugs and bring in items of clothing to contribute to this Presbyterian Church Christian service outreach. These programs contribute to the proactive approach the Junior School has to address service and student well-being. School Wide Initiatives in 2019

● The school ran a Gender Equity Forum, inviting several boys’ schools, whereby the School Captain chaired a panel which discussed issues pertinent to boys and girls in the world. ● Staff wellbeing meetings continuing, where we addressed the specific needs of staff. ● Continued Peacewise program to manage conflict resolution with teachers ● Continued the Learning Virtues as way of reporting on student engagement with their studies, instead of the generic “effort” grades on reports. ● Parenting seminar on mobile phone use ● Continuing to hold United Days, to build relationships within Year Groups

Highlights of the findings for 2019 are: ● Almost all students were very satisfied with the quality of teaching and learning ● Almost all students were very satisfied with the level of opportunity afforded them ● Almost all students were very satisfied with the well-being and care of the College ● Almost all students were very satisfied with the quality of resources PLC SYDNEY | 2018 ANNUAL REPORT

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Initiatives which were highly valued were: ● Careers advice ● Cambridge courses ● Exchange programs The primary areas for development, as identified by students were: ● the school reports ● Assisting young women to navigate the social and practical landscape of their private lives As a result, we are planning to continue workshops to address life skills for life after school, addressing such points as budgeting, servicing a car, mortgages and so on. We have addressed particular areas of feedback for our students, speaking with particular Faculties who have adjusted their habits of feedback accordingly. In addition, we are conducting a review of School Reports, and have implemented changes in English to support feedback to students. Qualitative Breakfasts with the Principal, conversations with Executive staff, and personal correspondence. These revealed a very positive story about the College. Critical comments were acted upon. They were in the following areas: ● Movement from Year 6 to Year 7, and ensuring the process is smooth ● More consistent feedback and lesson delivery in English. We are addressing these in 2020. Quantitative This data is drawn from parent surveys at the end of the year. Parents are generally impressed by the quality of education at PLC Sydney, and in particular on the well-rounded girls this College produces, showing excellence in a range of pursuits.

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Meta St Croydon NSW 2132 T (+612) 9704 5666 E enquiries@plc.nsw.edu.au www.plc.nsw.edu.au Principal: Dr Paul Burgis

C;PR0110;-2019-06

PhD (UNSW) MEd DipTeach DipDivMiss

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