Student Leadership positions are held in high regard by the principal, staff, parents and community at Penrith Selective High School.
Our student leaders are representative of our school values. They are key participants in both the modelling of standards for their peers and younger students as well as the proactive development of activities that represent the school community.
background
dark
Formal leadership bodies
At Penrith Selective High School, student leadership is an integral part of our culture. Formal leadership roles, including the Junior Representative Council (JRC), Student Representative Council (SRC), House Leaders, and Prefects, are peer-elected positions that develop students’ confidence, responsibility, and commitment to service. These roles give students a voice in shaping school life and provide authentic opportunities to represent and inspire their peers.
background
light
Find out more about these roles
Prefects
The position of Prefect is one of the highest levels of student office.
Our School Captains are the highest ranked position within the student body. Year 11 students may apply for the positions of School Prefect during the nomination process in Term 2.
A total of up to 26 Prefects will be chosen during the elections. Prefects will undergo an interim period as Prefect Interns until the executive positions are determined. A strong commitment to maintain a 50-50 gender balance is adhered to each year.
All positions will be announced at a School Assembly and Captains, Vice-Captains and Prefects elect will be inducted at the Leadership Induction Ceremony. School Prefects each sign a contract, which details the work, roles and responsibilities and behaviour expected for the position.
Below are details about PSHS's prefect model as well as their duties:
Student Representative Council
Comprising students from Years Seven to Eleven, this forum affords all students a voice within the school.
This is the peak student governance body in the school. It consists of up to twenty five elected members, four from each year, two representatives of new students entering years 8-11 and ex officio members.
Students may apply for the positions of SRC during the nomination process in Term 2.
A total of 4 students per year group will be chosen during the elections. The roles of SRC President and Vice – President will be chosen from the Year 10 applicants.
All positions will be announced at the School at an assembly and the SRC elect will be inducted at the SRC Induction Ceremony. SRC members sign a contract, which details the work, roles and responsibilities and behaviour expected for the position.
Duties and responsibilities will commence in Week 1, Term 3, relieving the current leaders of their responsibilities. SRC members are expected to set and uphold a high standard of behaviour and exceptional academic performance.
The main activities of the student representative council (SRC) include
Developing an annual action plan based on the decisions of the school leadership
Implementing and delegating tasks to the houses
Co-ordinating the agenda for the school leadership conference
Considering matters presented by each house captain
Facilitating house captains in the preparation of a weekly report to houses
Communicating weekly report to the whole school assembly
Overseeing all student fundraising activities
Considering matters or concerns raised by the student body
Organisational Structure:
Junior Representative Council
Purpose:
We understand that Year 7 students come from many primary schools and have had leadership roles during this time. We value these skills and are committed to ensuring that opportunities exist for our newest students to develop their skills while also ensuring student voice is represented from our youngest cohort. The JRC is similar to the SRC (Student Representative Council) but is only open to Year 7 students.
Information:
The JRC will run throughout Semester 1 and 2 each year and will provide leadership opportunities for Year 7 students in their transition to High School.
It will involve all students in the democratic process and prepare them to be active participants in school life.
Since many students come to PSHS having been leaders in their primary school, the JRC will seek to build on existing student skills.
In total 40 students will have the opportunity to be on the JRC through the year.
The JRC will be overseen by the Year Adviser, Transition Adviser, Head Teacher Co-curricular Programs and the Stage 4 Prefects.
The sessions will culminate in an agreed project which will either provide service to the community or build teamwork and harmony within the grade.
Prior to Session One, JRC members will be elected.
In Semester 1, four students will be elected from each class (five) to be on the JRC.
Four students representatives will be selected per class per semester (total of 40 members per year) and no student can be elected twice. Students who wish to be considered for the role as JRC will be required to complete a nomination form and hand it to their Year Adviser by the published date. Elections will take place in the Thursday Wellbeing Meetings in Week 1 Term 1 and in Week 10 Term 2.
The group will learn how to have effective meetings, make decisions, communicate with the class by seeking their opinion and providing feedback, plan and evaluate a JRC initiative.
JRC students are role models and are expected to demonstrate the school values.
The JRC will meet at lunchtimes or before school, at 8.15 am. Meeting times will be negotiated during JRC meetings.
Prior to the elections, candidates will need to give a 1 minute speech on why they are a suitable candidate to represent their class.
House Leaders
The PSHS House System is a longstanding tradition that, over the years, has been an effective way to foster student wellbeing, social growth, engagement and school connectedness.
PSHS has 4 Houses:
Blaxland
Lawson
Mitchell
Wentworth.
The names – Blaxland, Lawson and Wentworth - were chosen for the 3 men - Gregory Blaxland, William Lawson and William Charles Wentworth - who were granted permission by Governor Lachlan Macquarie to find a way across the mountains to find new pastures for sheep grazing.
Mitchell, our fourth house refers to “Mitchells Pass” at Glenbrook, built in 1833. It is located near the oldest single span arch bridge on the Australian mainland (Lennox Bridge). It was used by those travelling to western NSW until 1926. It was considered an engineering masterpiece.
Each House has a female and male Captain (Year 11) and Vice-Captain (Year 10).
They also lead the organisation and running of House based competitions (sporting and otherwise) within the school.
House Captains encourage students to positively contribute to all aspects of school life. They work alongside the Senior Executive, Sports Organiser and HT Co-curricular Programs to organise House events, School Swimming, Cross Country and Athletics Carnivals, running House Meetings and supporting their chosen House Charity. They also lead the organisation and running of House based competitions (sporting and otherwise) within the school.
The House System at PSHS is a long standing aspect of school life. It is also seen as the structure that fosters another level of student leadership alongside the Prefects, SRC and JRC whilst encouraging school spirit.
It is one of the key formal structures to develop the connections between students across the school in a vertical format and not just the horizontal year based groupings.
The Houses provide for positive competition. An overall winning house would be awarded at the conclusion of each school year. This would mean that the leadership of each house for the calendar year would be shared across 2 sets of Captains/ Vice Captains.
Informal leadership bodies
In addition to elected positions, students can take initiative through self-nominated leadership teams such as the Multimedia Team, Podcast Team, Student Wellbeing and Country & Culture Collective, and the Digital Learning Strategy Student Team. These groups allow students to lead projects aligned with their passions and talents, fostering creativity, collaboration, and innovation across the school community.
background
light
Find out more about these opportunities
Multimedia
As Penrith Selective High School’s latest innovation to the leadership structure at our school, Multimedia aims to enhance our school’s public profile through branding and promotion. We are focused on providing a leadership opportunity for students who wish to improve and contribute to our school from a more practical and behind the scenes perspective. Consisting of twenty-one members ranging from Year 10 to 12, Multimedia is an extensive group of talented students who work diligently for our school. Although we are focused on working outside of public view, our impact in the marketing and branding of our school become inextricably linked with our team as a whole.
The Multimedia Team is split up into four groups of different specialisations including: photography and videography, sound design, graphic design, and post-production editing. Each group is managed by one of three executive leaders who together, oversee the workflow and final output of the team as a whole.
In order to facilitate the fast-paced environment of Multimedia, we have a leadership succession plan of Year 11 and 10 transition leaders that are upskilled to meet the continuous demands of the school. These leaders work towards getting as much experience as they can while acting as an understudy of the existing senior leaders.
As a collective, the students of the Multimedia Team display their talents and work ethic whether it be through their extra-curricular contributions or class work while consistently applying diligence, citizenship, integrity and courage in all of our projects and events.
Photography and Videography Team:
Our diligent Photography Team is responsible for canvassing all school events, both internal and external. They take professional level pictures and videos, capturing our school and all it stands for. Some of these events include;
Multimedia’s Post Production Team is highly skilled in using Adobe software to render and polish photos. They work closely with the Photography Team, editing the photos as soon as they are ready to ensure a prompt turnaround before publishing them for the community to enjoy. They work closely with the Photography Team in order to produce quality content for our school to use.
Graphic Design Team:
The Graphics or Digital Design Team works tirelessly to mainly improve and uphold the prestigious reputation of Penrith Selective High School through its branding. They are also directly involved with the school's very own podcast; The Penrith Perception, creating cover tiles for each episode. They also deal with school events, creating promotional posters for Club Expo and Enrichment Program logos. Some other projects the Graphics Team has worked on include;
Survival Guide
Enrichment Logos
Towers Magazine
Prospectus
Sound Design Team:
The Sound Design Team is a talented group of students who facilitate all technical sound related aspects of school events and projects. This includes running sound in school assemblies, performances and meetings. Their biggest project is directly running and managing our school’s podcast; The Penrith Perception on Spotify. They use professional gear and equipment, allowing for a quality output of content. They also work on events that require a use of sound and lighting.
Organisational Structure:
Student Wellbeing Team
Our Student Wellbeing Team is a group of passionate student leaders dedicated to promoting connection, kindness and positive wellbeing across our school. Working closely with staff and aligned with our school’s wellbeing priorities, the team designs and leads creative initiatives that strengthen belonging, resilience, and school spirit.
Twice a term the team tackles a new design challenge where they focus on developing campaigns and activities that respond to student voice and current wellbeing themes. From friendship weeks and gratitude projects to stress management campaigns and community events, these initiatives celebrate inclusion and remind every student that they belong.
Digital Learning Strategy Leaders
The Digital Learning Strategy (DLS) Leaders are a team of student leaders who play a key role in shaping how technology is used for learning at Penrith Selective High School. Aligned with our school’s Digital Learning Strategy, these students lead workshops, support peers and teachers, and champion the ethical and responsible use of digital tools, including artificial intelligence.
Through student voice and innovation, the DLS Leaders help design a future-focused learning environment where technology enhances creativity, collaboration and critical thinking.
Members of the team have presented at state wide conferences including AI in Education, sharing how they have harnessed emerging technologies to strengthen their leadership and advocate for the ethical use of AI in our school.
Country and Culture Collective
The Country and Culture Collective is a student-led team dedicated to celebrating and strengthening Aboriginal and Torres Strait Islander culture, perspectives, and connection to Country within our school community. Established in 2024 as an extension of the NAIDOC Working Team, the Collective works to increase visibility, respect, and understanding of First Nations histories and cultures through meaningful initiatives, events, and educational resources.
Aligned with the school’s commitment to reconciliation and cultural inclusivity, the team leads initiatives such as Acknowledgement of Country Workshops, Reconciliation Week and NAIDOC celebrations, and Indigenous Literacy Day activities. These projects invite all students and staff to engage with the stories, languages, and knowledge systems that enrich our shared learning environment.
Through their leadership, the Country and Culture Collective fosters cultural pride, promotes understanding, and strengthens the school’s ongoing journey toward reconciliation and respect for Country.
Ally Network
The Ally Network is a student-led leadership team committed to fostering an inclusive and supportive environment for all students, irrespective of background, gender, or identity. Established in 2025, the network aims to create a culture of respect, understanding, and belonging by empowering students to become active allies within the school community. Through advocacy, education, and collaboration, the Ally Network promotes awareness of diverse experiences and identities, encouraging positive change and mutual respect.
The network leads initiatives such as workshops, awareness campaigns, and community discussions, offering opportunities for students and staff to deepen their understanding of inclusion and allyship. These programs seek to challenge stereotypes, break down barriers, and celebrate the diverse identities that make up the school community.
By actively engaging in these efforts, the Ally Network helps cultivate an environment where all students feel valued and supported. Their leadership plays a key role in shaping a school culture rooted in empathy, equality, and mutual respect.
Peer Support Leaders
Our Peer Support Leaders are a dedicated team of Year 10 students who volunteer their time to help new Year 7 students feel confident and supported as they begin high school. They undertake training in Year 9, learning practical skills in communication, leadership, and wellbeing so they are ready to guide younger students through the challenges of transition.
Peer Support Leaders play an important role on Orientation Day, welcoming incoming students, answering questions, and helping them become familiar with the school environment. During Term 1, they deliver our Peer Support Program, which focuses on building friendships, developing positive routines, and creating a sense of belonging. Through regular small-group sessions, leaders model positive behaviour, encourage teamwork, and offer guidance from a student’s perspective.
The program is coordinated closely with the Year 7 Year Adviser, Deputy Principal, and Transition Adviser. This team approach ensures that students have strong academic and wellbeing support from both staff and peers during their first year, making the start of high school a more positive and connected experience.
Transition Leaders
Our Transition Leaders are a group of trained students from Years 8 to 10 who support new students entering the school through the Year 8–11 transition process. Many of these leaders have experienced joining the school partway through high school themselves, which allows them to offer genuine understanding, practical advice, and reassurance to students who are navigating the same journey.
Transition Leaders assist with the 8–11 Orientation Day, where they welcome new enrolments, help them settle in, and introduce them to school routines and expectations. Throughout the year, they work closely with the Transition Adviser to provide ongoing support. This includes organising informal catch-ups, morning teas, and check-ins that help new students build friendships, develop confidence, and feel part of the school community.
By offering peer-to-peer guidance, Transition Leaders play an important role in ensuring that students joining the school at any stage feel seen, supported, and connected from their very first day.
