As we prepare our students to be personally successful in an evolving world, we too must be prepared to evolve.
A critical element in achieving this is ensuring we strategically plan for infrastructure and facilities that support our vision and the delivery of our mission. At PLC Perth, our mission is to provide a broad, stimulating, and balanced education in a diverse and dynamic school community.
Late last year, we published the College’s Strategic Plan – Towards 2030 and within this we acknowledge the need to plan for PLC Perth’s future physical infrastructure. In doing so, we partnered with NoTosh and EIW Architects to examine our physical environment to create a campus Master Plan that holistically aligns with our overall College Strategic Plan and considers educational trends, environmental impacts, and enrolment growth.
The foundation of the campus Master Plan centres around five key design principles which support and prioritise student-centred spaces, active engagement, and participation. It includes short-term wins, medium-term projects, and major works. These projects will ensure PLC Perth continues to strive for excellence and provide high-quality, functional, and expertly designed facilities to support effective teaching and learning across all of the College’s activities into the future.
I commend this Master Plan to our community, and I look forward to sharing updates as we progress.
Morgen Lewis Chair of Council
I am very pleased to unveil PLC Perth’s Master Plan: our bold vision for shaping the campus for the future of learning within our vibrant community. More than bricks and mortar, this plan builds a foundation to foster the potential of every student through ambition and creativity.
The world around us is evolving at pace, driven by technological advancements, demographic shifts, and ever-changing environmental landscapes. PLC Perth, with our rich history and unwavering dedication to excellence, has always strived to be at the forefront of educational innovation. This Master Plan serves as our compass, guiding us towards environments that not only meet the needs of the present but also anticipate the possibilities of the future.
At the heart of this plan lies the unwavering belief that every student deserves a remarkable learning experience. We envision a campus that fosters key future skills of curiosity, collaboration, and critical thinking. A space in which technology seamlessly integrates with traditional methods, knowledge comes alive through hands-on exploration, and sustainability principles are woven into the very fabric of our daily lives.
This journey of transformation does not happen in isolation. It demands the collective dedication of our entire community –students, staff, parents, PLC Council members, Old Collegians, past parents and beyond. The Master Plan is an invitation to all to join in shaping the future of PLC Perth. Through open dialogue, shared ideas, and collaborative efforts, we can build a learning environment that empowers future generations to become compassionate, adaptable, and responsible global citizens.
The pages that follow outline the core pillars of our Master Plan, delving into the exciting possibilities that lie ahead. I encourage you to contribute your voice to this conversation. Together, we can ensure that PLC Perth continues to be a beacon of excellence for many years to come.
Cate Begbie Principal, PLC Perth
Our Master Plan is a living, strategic conversation about PLC Perth’s future. It embodies our vision and mission, translating them into physical spaces that motivate, engage, and empower both educators and students.
Beginning in 2023, the process to renew PLC Perth’s Master Plan considered:
Vision: Ensuring that every brick and beam aligns with the College’s core values and educational goals.
Spatial Programming: Designing spaces that seamlessly support the curriculum and learning activities.
Data-Driven Insights: Leveraging human movement patterns and user needs to inform impactful design decisions.
Community Engagement: Actively involving stakeholders in shaping their future learning environment.
Resourceful Investment: Recognising financial constraints, maximising the potential of existing resources, and prioritising strategic capital investments.
Sustainable Solutions: Integrating Ecologically Sustainable Development (ESD) principles for a future-proof campus.
PLC Perth partnered with NoTosh and EIW Architects to invest in the present and shape a vibrant learning landscape for generations to come.
EIW interviewed educators, College leadership, students, and parents. Students and staff were observed learning and socialising throughout the College. Informal conversations with learners investigated the types of experiences students enjoy, as well as what they see to be obstacles to learning.
Building audits of all spaces within the College
Interviews with faculty, parents, and students
Workshops to shape ideas, place, practice and learning
Leadership meetings to collate and collaborate on ideas
From their interviews and on campus observations, EIW synthesised five design principles, which will be used to shape every design, and which can used by staff to design learning experiences:
a. Building students’ confidence to achieve whatever they set their minds to is predicated on being able to access the materials they need for the job at hand when they need them. By enabling students to access a choice of tools, materials, and spaces for the task, they will become empowered to make decisions about how to best proceed on their own.
a. The interpersonal connection between self and others is vital; this is where the learning journey begins.
b. Collaboration creates opportunities for ideas to flow between departments and subjects. Greater connection leads to interdisciplinary units and professional learning communities, enabling teachers to conceive, build, and share their ideas.
a. Embracing the child within leads to a pedagogy that encourages bravery and the willingness to have a go. Success is measured by the level of courage exhibited on a task. Encouraging risk-taking aims to reduce the fear of failure because there is no wrong outcome.
a. Identifying and understanding staff and students’ motivation and purpose enables participation and contribution. Positive thinking leads to positive energy. Recognising strengths and how to use them to develop areas of interest is critical in maintaining student engagement.
b. Providing access to a range of different learning spaces, such as: breakout spaces, quiet spaces, shared collaborative spaces, all within arm’s length of the classroom, will allow students and staff to use the environment that suits them best.
c. Creating a connection to nature encourages students to spend more time in natural environments. Utilising outdoor spaces for teaching and learning and having a range of enjoyable outdoor spaces to play in, provides enormous benefits to students and staff alike.
d. Creating opportunities to facilitate external professionals at the College will connect students with cutting edge thinking and alternate perspectives.
b. PLC Perth encourages students to display curiosity through play-based and inquiry-based learning and teaching. The learning spaces make a huge difference to this. By providing different zones, colourful, interactive and creative spaces and different furniture, curiosity and intrigue are sparked.
b. The next step is to transform the campus into a selfsustaining, regenerating environment that creates more than it consumes. This includes: using solar and wind energy; collecting water; and producing food for those in need, as well as efficient disposal of the little waste we make.
a. While the open creative spaces across the school lend themselves to inventing new things, every classroom can push the boundaries in pursuit of new knowledge. Accessing different spaces outside of the classroom for collaborative, individual or group work, provides opportunities for students to extend beyond their current learning habits and strive for the extraordinary.
b. Integrating multiple learning areas into one allows for team teaching and project-based learning encouraging staff and students to see what else is possible.
In leading by example, we nurture leadership qualities within students. Through mentorship and guidance, we encourage them to cultivate their unique leadership potential, fostering a community of authentic leaders who are equipped to make a positive impact in an everevolving world.
We personalise learning for each student as we understand different conditions are required to reach our potential. We empower students to identify their strengths and passions, whether they lie in academics, athletics, or culture. To support their unique journeys, we offer individualised pastoral care and wellbeing programmes.
We are dedicated to cultivating a culture of inclusive diversity, nurturing a worldly, educated outlook within students. We firmly hold that they thrive by making meaningful contributions to society. We ultimately encourage students to fearlessly embrace challenges, seek balance in their pursuits, and emerge as confident, well-rounded individuals.
We emphasise the significance of drawing lessons from history, instilling in our students the understanding that growth often emerges when we reflect on the past.
The Design Principles, in combination wtih PLC Perth’s Pillars, will be applied to each project, whether they are:
» Short, medium, or long-term projects
» High to low investment projects
» Building, landscaping, and pedagogy projects
A Master Plan with a holistic approach extends beyond the build form, enabling us to prioritise the needs and desires of students, staff and the wider PLC Perth community.
A regenerative approach focuses on sustainable design which enables our buildings to evolve and develop their potential.
» Thermal comfort, indoor air quality, lighting, views, and acoustics
» Learning space sizes
» Condition report
» Energy efficiency
» Technology
» Furniture and storage
» Bathroom facilities and accessibility
» Social and professional interactions
» Operational issues
» Teaching and learning vision
» Belonging, safety, and security
» Health and wellbeing
Place review
» Landscape
» Environmental conditions
» Vehicular and pedestrian campus access
Workshops, Interviews, and Surveys
Workshops
» Shaping Place – students, staff, and leadership
» Shaping Learning – staff and leadership
» Shaping Practice – leadership
Surveys
» Boarding House students
» Boarding House parents
Interviews
Parents and students with accessibility requirements were interviewed and accompanied on campus walk-throughs. Whilst the overall feedback was positive, areas of consideration have been identified to assist students with more and independent access in and around the campus.
2.1 PLC Perth explored the development of a regenerative process that builds momentum and maximises impact at all levels over a 10-15 year period in an agile and meaningful way.
This regenerative process focuses on –
1. Potential
A broader examination of the project within the context of the whole campus and not purely focusing on the immediate problem.
2. Regeneration
Building on what the College has, physically, intellectually, historically and strategically.
3. Improvement
Exploring design outcomes to drive a holistic solution for any problem.
This is a holistic approach which considers scaled options, project scopes, operational improvements, student and enrolment impact, and financial stewardship over short, medium, and long-term views of the PLC Perth campus.
A characteristic of regenerative development is that its influence on place continues to unfold long after a project is ‘completed’.
Concept Planning
» Feasibility studies
» Options assessment
» Scale of projects
» Agile decision making
Informing Small, Medium, and Major Projects
» Scale of projects
» Landscape interventions
» Furniture availability
Scale of Projects
The Master Planning process has identified potential projects to ensure immediate impact. These have been classified as small, medium, or major projects to enable clearer decision-making for capital investments.
Short-term projects are of a scale, location, and budget that can be resourced from recurrent budgets or short-term funding sources. This allows progressive movement and upgrades throughout the College.
Medium-term projects have also been identified. These vary in size and may coincide with the major projects to help with staging or phasing across the Master Plan.
Major projects have more significant financial and operational impact. Once the project priorities are established, designs can commence and more detailed information about the costs and timelines can be provided.
Consideration is to be given to consolidating the street presences of PLC Perth on McNeil and View Streets to ensure a stronger public interface.
Attention has been given to how we can strengthen the provision of outdoor space for play and learning while developing stronger visual links between the Junior and Senior Campuses.
Increasing the transparency through the Senior School cafeteria will consolidate a green corridor through the campus. Subsequently, material and planting themes can then better connect the Senior School with the Junior School.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
This initial phase is a maintenance project to reduce the severity of various slopes to allow navigation around Senior School through stepless entries. Further stages of this phase could include the urbanisation of the street and landscaping.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
This is a maintenance project that involves adjusting paving levels to aid in safer street crossing. Accessways to the crossing in View Street will be reviewed to improve the pathway between Junior and Senior Schools.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
Adjusting the side access into the Heather Barr Memorial Chapel, and reviewing and relaying the entrance steps and ramps will ensure equitable access.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
4 Harness our natural potential
Phase Details
Minor works are required to raise the exterior paving level to allow for flush entry. Relocation of the door from the existing Radio room will allow both spaces to have stepless entrances.
Design Principle Alignment
1 Access what we need to flourish
Phase Details
Increasing the number of accessible bays around campus will improve ease of entrance for all students. Initially, a second access bay is to be installed behind the Visual Arts, Science, Materials and Technology building.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
4 Harness our natural potential
Phase Details
There is an opportunity to break the physical barriers between the indoors and outdoors in the arts precinct of the Senior School. Widening access ways, providing shelter and upgrading the flooring could create an outdoor arts space.
14. 140A Forrest Street
15. 142 Forrest Street
16. Finlayson House
17. Boarding House
18. Swim and Recreation Centre 19. Music Centre 20. Junior School 21. Summers House
22. Hard courts
23. Nature play
24. 3A View Street Legend
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
Phase Details
The outdoor play areas adjacent to each of the classrooms will be enhanced. The planting schedule from the Junior School playground redevelopment can be gradually introduced campus-wide.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
Phase Details
The IT desk currenlty located in the corridor in the Junior School should be relocated to the library to become a hub for learning and technology. Relocating the current library staff area to a more central location will allow more light into the space and improve supervision. A review of the storage currently in place will be undertaken to enhance teaching operations.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
Phase Details
Whilst awaiting the major Summers House and PreKindergarten development, the entrance area to Summers House is to be upgraded to enhance the play areas and arrival into the Pre-Kindergarten area. This forms a part of the gradual campus-wide play space upgrades.
1
2
Phase Details
In addition to the accessibility issues surrounding the buildings and entrances off McNeil Street, the spaces along this edge of the campus are underutilised. Enhancing the streetscape would create more universally accessible break out spaces, places to study, and areas for rest and respite whilst improving the overall presentation of PLC Perth to McNeil Street.
1
2
Phase Details
This is a major stage plan to enhance the Senior School Library. This phase sees better connection between the cafeteria and entrance to the Hazel Day Drama Centre. Tests and trials of furniture will be undertaken to ensure students feel comfortable eating individually or with friends, with viewing spots overlooking the oval to be included.
Phase Details
Minora House requires demolition of the rear rooms, as they are currently in poor condition. The future use of Minora House is to be identified.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
To facilitate the connection between the Senior and Junior Schools , a pedestrianised pathway and forecourt could be closed to cars for certain periods of the day. This would allow for safe student crossing and minimise the visual barrier between campuses. Signage and wayfinders will be reviewed to further enhance the streetscape.
Spaces that are currently occupied by surplus stairs and walkways connecting various levels are to be reconfigured to become more accessible.
A larger scale project would alter the levels between the Senior School and Carmichael Hall, reducing the steps and allowing for break-out spaces and outdoor learning.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
5 Go beyond what we think is possible
Phase Details
The relocation of the Library to the bottom of the Senior School building on McNeil Street will be be central to creating a more equitable after-hours entrance to the school. With direct access off the Quad as well as proximity to Bev’s Café, this new location will facilitate an easier flow into the library.
The outdoor space to McNeil Street can be upgraded to include break-out spaces for students into reading garden pods on the north facing side of the school.
The existing seminar room will be retained for class groups, and the existing accessible access routes will encourage flow into the Hazel Day foyer.
Rationale
This will activate a space or group of spaces into a more visible and accessible location for all students, and will enable access to Hazel Day foyer as an after-hours access point for after school hours collection from drive-through.
This move will consolidate common facilities for students with a community face – Lighthouse / Sports Centre / Drama Centre / Library – along McNeil Street. It will also put learning, research, and discovery front and centre for community access to the Hazel Day Drama Centre and potentially the new Sports Centre.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
5 Go beyond what we think is possible
Phase Details
The western side terraces are to be demolished. New twolevel terraces are to be establised with new changerooms for the new sports field at the lower level.
Walls to the Quad side are to be removed where possible and replaced with sliding doors to improve the visibility of green space throughout the college and better connect the Quad with the Cafeteria and sports field. These external veranda spaces will then be further developed with more individual and small group furniture.
Rationale
This project addresses a need for usable external space for individual, small group and larger gatherings. It will enable greater visibility at the lower level to expand the spaciousness of the site and address the current lack of transparency.
Together with the Sports Centre / field redevelopment, this project will establishe a key focal point for spectators and changeroom access at the lower level, while enhancing the Cafeteria / Library / Drama Centre / Quad as the community heart for the Senior School.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
The backyard of home of the Director of Boarding is currently under-utilised. This space could be for additional breakout zones and study commons for the Boarding House students.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
The entrance foyer to the pool is to be activated, opening out to the undercroft and connecting a more covered play area and entrance into the pool. Should a new pool be built (Major Project 4), this area could be reused as art rooms or additional Boarding House Prep space.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
Continuing from the undercroft and canteen, the space between the pool and the carpark can be enhanced with nature play and further green space.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
The Pre-Kindergarten classrooms require toilets. Additionally, the exit from the classroom to the play area needs to be flush and universally accessible.
Legend
1. Scorgie House
2. Senior School
3. Auditorium
4. Hazel Day Drama Centre
5. Library and Canteen
6. The Senior Quad
7. Hugh Baird Sports Centre
8. Playing field
9. Lighthouse
10. Star of the Sea Hall
11. Visual Arts, Science, Materials and Technology
12. Heather Barr Memorial Chapel (within Carmichael Hall)
13. Minora House
14. 140A Forrest Street
15. 142 Forrest Street
16. Finlayson House
17. Boarding House
18. Swim and Recreation Centre
19. Music Centre
20. Junior School
21. Summers House
22. Hard courts
23. Nature play
24. 3A View Street
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
Phase Details
This phase involves installing new doors and windows that will open outwards toward the Junior School play areas. Further, a new veranda will be built to allow for more natural light and outdoor learning.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
5 Go beyond what we think is possible
Phase Details
Outdoor learning, nature play and green space are high on the PLC Perth agenda. The historic Summers House will become the foundation for an innovative and unique playhouse/learning place for students. Think green and fun spaces, outdoor spaces for teaching, plants and flowers all over, with walls removed and spaces opening up a magical garden full of PLC Perth history.
Design Principle Alignment
1 Access what we need to flourish
Phase Details
Toilets across campus need to be renovated and upgraded. A variety of different types of cubicles are required . The locker areas are taking up valuable real estate and should also be upgraded.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
5 Go beyond what we think is possible
Phase Details
Staging will be required to effectively redevelop the Boarding House. There are three stages identified initially to enable additional beds, new kitchen and dining facilities, and an expanded central courtyard. It also establishes a new entry presence to View Street and will enable the demolition of the wing immediately adjacent and connecting to Finlayson House.
This will enable the visual reconnection of the Junior School and the Senior School.
Scope of Works
Stage renovation and upgrade to include
» New and upgraded frontage to View St – dining / kitchen / administration / parent welcome centre
» Component of new construction tailored for use by Years 11 and 12 students – 48 beds
» Progressive staging to upgrade or replace existing rooms, bathrooms, and social activity spaces
» Demolish northern wing connection with Finlayson House to develop external spaces
Rationale
» Regeneration where possible
» Enhances connections to the Junior School Recreation Centre
» Develops more extensive external play and socialising areas
» Improves outlook to external spaces with more rooms having a north / south orientation
» Establishes a refreshed street frontage to View St
» Plans for improved privacy, external access to secure areas and internal connections
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
5 Go beyond what we think is possible
As a major historical asset to the PLC Perth campus, Finlayson House is proposed to be restored to its former glory with the re-establishment of the verandas and the removal of temporary boarding / bathrooms.
The archives / museum will be moved into the building which will not only elevate the importance of PLC Perth’s heritage but also create a stimulating learning environment as soon as one steps onto campus.
The intention is to relocate the Pipe Band to Finlayson House, however, the boarding staging may prohibit that taking place in the short-term.
Design Principle Alignment
1 Access what we need to flourish
2 Connect inside and out
3 Embrace the child within
4 Harness our natural potential
5 Go beyond what we think is possible
Phase Details
This phase needs to be complete prior to Major Project 4.0.
Changerooms backstage – redevelop for Drama Centre and Swimming Pool use.
Loading dock and backstage redeveloped with the existing area to be demolished.
The backstage facilities, including storage and changerooms for the Hazel Day Drama Centre have been highlighted as an area which requires improvement. Additionally, the current Dance Studio is not purpose-built nor is there a dedicated Drama Studio on campus. As part of the development in linking the Lighthouse more closely with the campus, there is an opportunity to locate the changerooms and storage at the stage level, with the Dance and Drama Studios located at a first floor level (level 2).
Phase Details
» New semi-enclosed 50m eight lane pool
» Championship-sized court
» Connections from from the Senior School, Hazel Day Drama Centre and the Lighthouse
» 1200SQM gathering space for on campus events
This new swimming pool and gymnasium has the addtional benefit of linking the Lighthouse back to the main campus by developing a stronger McNeil Street presence.
It will consolidate the formal precinct for the health and wellbeing of PLC Perth with an articulated east - west connection that allows step-free flow of students across campus.
Hazel Day 25.32 (stage level)
Swimming pool 24.20 (oval level)
Lighthouse 25.47 (studio level)
Hazel Day 28.70 (dance studio level)
Gym 28.70
Lighthouse 28.80 (fitness level)
Swimming Pool Level
Gym Level
Phase Details
Rationalising the playing field to cater for slightly larger field sizes for sport will also build the green corridor through the campus. The open space component will appear a much larger expanse, remove unsupervised areas around corners, and ensure a more private playing field for the students.
Demolish existing sports centre
Green space
