By Dr. Andrew Cousins (PhD., B.Mus., B.Sc., P.Grad.Dip.Ed., A.Mus.A. (Piano), GAICD, MACE, MACEL), Deputy Principal at Presbyterian Ladies’ College, Perth, Western Australia, Australia.
Tuesday 21st May 2019, 14h00, Room A1-065
Title of Talk:
Strategic direction, Curriculum construction and ‘The Lighthouse’ at PLC Perth.
Abstract:
Andrew is currently the Deputy Principal at Presbyterian Ladies’ College, Perth, Western Australia, Australia. PLC is a leading Uniting Church girls’ day and boarding school, established in 1915 with approximately 1100 students from Pre-Kindergarten to Year 12. PLC is a non-selective girls’ school which offers the International Baccalaureate Prima-ry Years and Diploma Programme, the Western Australian Curriculum and Western Australian Certificate of Educa-tion (WACE) ATAR and General Pathways to matriculation. His current responsibilities include oversight of whole school curriculum delivery and whole school staffing and timetabling.
Prior to joining PLC Perth Andrew was the Dean of Teaching and Learning at Somerset College an independent, coeducational, P-12, International Bacca-laureate World School located on the Gold Coast, Queensland, Australia. During his career he has held positions including Dean of Middle Years Learning, Head of Science and Assistant Head of Science. He has taught Chemistry, Mathematics, Middle Years and Primary Science, and Choral studies. Andrew is a passionate believer in striving for better student out-comes by providing students with opportunities to discover their talents and their own path to adulthood.
Andrew is currently on study leave and this talk will provide an opportunity for him to share about the strategic direction, curriculum construction and ‘The Lighthouse’ at PLC Perth. This talk will also outline the main focus for his leave and discuss how this relates to the school’s strategic plan. The over-arching themes for his study leave are, the development of programs deliv-ered in the Science and Innovation Centre at PLC, investigating models used to inform teacher practice and engaging with innovative teaching spaces de-signed to support learning.