Senior School
Engaging in Dialogue – Talking About AI Together
Engaging in dialogue is one of the elements of quality thinking, a key competency identified through our research partnership with the University of Melbourne’s New Metrics project. It involves listening, questioning, responding and building understanding with others. As artificial intelligence (AI) becomes an increasingly visible part of young people’s learning and everyday lives, it provides a valuable opportunity for families to engage in meaningful conversations together.
Many students are already using AI to support learning, generate ideas, solve problems and access information. While young people are often quick to adopt new technologies, they are still developing their understanding of how AI works, when it can be helpful, and where its limitations lie. At ASC, we encourage students to engage thoughtfully with AI by asking questions, considering different perspectives and reflecting on its impact on learning and society.
Recently, families were invited to complete a survey about the use of AI, and students have been asked to provide their perspectives through a similar survey. These surveys provide an excellent starting point for conversations at home. Comparing responses and discussing experiences can help families better understand how AI is being used, what opportunities it presents, and what questions or concerns it raises.
You can promote thoughtful conversations about AI by asking:
How have you used AI recently, and what was helpful about it?
How do you know whether information provided by AI is accurate?
What is something AI can do well, and something it cannot do as well as a human?
These conversations encourage students to think critically about the role AI plays in their lives and learning. Through open dialogue, young people can develop the curiosity, discernment and ethical awareness needed to navigate an AI-enabled world with confidence and responsibility.
Shannon Armitage
Director of Senior School (Teaching and Learning)
Year 12 Student Declaration and Permission
Year 11 and 12 students who are studying Australian Tertiary Admission Rank (ATAR) Units 3 and 4 and sitting the 2026 ATAR course examinations are required to complete the Student Declaration and Permission in the SCSA student portal.
Students are requested to complete this process online before Thursday 27 August 2026.
Further information on Student Declaration and Permission is available on the SCSA website.
Applications for Permission to enrol in WACE Language Courses for 2027
Online applications for permission to enrol in a WACE language course in 2027 for Second Language French ATAR and Second Language Chinese ATAR are available in the Student Record Management System (SRMS) via the SCSA student portal.
Questions regarding this process should be directed to our Head of Languages, Ms Pamela Chu Yu Chee. The closing date is Friday 28 August.
Year 12 Examination Timetable
Semester 2 Examinations for Year 12 students commence on Monday 21 September (Week 10, Term 3). The examination timetable and further information can be found through MyASC.
The Year 12 2026 ATAR course examination timetables are also now available on SCSA website. Personalised examination timetables will be available through the SCSA Student portal from Tuesday 8 September.
NAPLAN AND OLNA
Copies of the Individual Student Report (ISR) have been posted to families.
You will be contacted in due course to inform you if your child is to complete OLNA testing. The first opportunity for current Year 9 students to attempt the OLNA will be in Term 4.
The abolition of the previous banding system has caused some confusion. The SCSA has provided explanatory information accessible via the SCSA website.
Please note that the College is unable to provide families with a student’s individual numerical score.
AISWA Pilot Project Update – Whole School Wellbeing and CRRE
As we continue our work as a pilot school in the AISWA CRRE Project, we are taking an important step towards developing a truly whole-school approach to wellbeing at All Saints’ College. This work is not about introducing another initiative; it is about creating a clear and shared framework that will guide how we support the wellbeing of every student across the College.
A key milestone in this journey has been the development of our Whole School Wellbeing Statement:
At All Saints' College, everyone matters. Everyone is known, valued and connected. Together, we support each other to thrive, feel well, and contribute meaningfully to our community.
This statement has been shaped through extensive consultation with both staff and students. We would like to sincerely thank everyone who contributed their ideas, reflections and feedback. The project team has been overwhelmed by the care, thoughtfulness and genuine commitment demonstrated throughout the process. Every contribution was valued and helped us create a statement that reflects both who we are today and who we aspire to be as a community.
As a pilot school, we have the opportunity to carefully examine our current wellbeing practices and consider how we can strengthen and align them across the College. Over the coming months, we will be mapping out a three-year strategic plan that will help ensure our wellbeing programs, practices and processes are evidence-based, data-informed and responsive to the needs of our students.
An important focus of this work is ensuring greater consistency between the Junior School and Senior School. While each school has its own unique context and needs, we want every student and family to experience a connected and coherent approach to wellbeing throughout their journey at All Saints’ College. By establishing a shared understanding of what wellbeing means at ASC, we create a strong foundation upon which this work can be built.
Our wellbeing statement provides a common language and a shared direction for decision-making, program development and everyday interactions. It reminds us that wellbeing is everyone's responsibility and that belonging, connection and meaningful contribution are central to helping young people flourish.
We look forward to sharing more about the AISWA CRRE Pilot Project, including our progress and the emerging three-year roadmap with the wider community.
Rotary Youth Leadership Awards (RYLA)
Applications are now open for RYLA 2027, Rotary's premier leadership development program for young Western Australians aged 18 to 28. Held at the Serpentine Camping Centre from 9 to 16 January 2027, the eight-day residential program helps participants build confidence, leadership skills, resilience, and lifelong friendships.
Through interactive workshops, team challenges, and personal development activities, RYLA encourages young people to discover their potential and develop the skills needed to lead in their communities, workplaces, and beyond.
Applications close 30 November 2026. For more information head to the RYLA webiste.
Jeanette Sealy
Director of Senior School (Student Wellbeing)