As the academic year draws to a close, schools prepare their annual reports to provide a comprehensive summary of their performance over the past year. At Swan Christian College, we have been delighted to compile this information over the past few weeks, in anticipation of the report’s publication on our website in the coming months. Reflecting on our College’s achievements is both a privilege and an important process, as it allows us to document accomplishments in academics, sports, standardised testing, and surveyed feedback from parents, students, and staff. This reflection helps us celebrate successes while also identifying areas for future growth.
As adults, we often reflect on our own school experiences and compare them to those of our children. It quickly becomes apparent that the educational landscape of 2025 is vastly different from what it was in the past. Today’s students have access to an extensive range of learning opportunities that extend beyond traditional subjects. Programs such as Outdoor Education, Media and Film Studies, Vocational Education and Training (VET), University Preparation Courses, and nationally recognised Certificates offer broader and more flexible pathways tailored to individual interests and career aspirations.
One of the key academic milestones for students in Western Australia is attaining the Western Australian Certificate of Education (WACE). This process has been under review by the Australian Government to ensure it remains relevant in today’s evolving education system. Currently, students must achieve a minimum of 14 C grades across Year 11 and Year 12 units, including at least six C grades in Year 12 (or their equivalents), to obtain a WACE certificate. For those seeking direct university entry, additional criteria such as achieving a specific ATAR score or completing designated prerequisite subjects must be met. Alternatively, students can pursue vocational pathways, such as obtaining a Certificate III, which is a nationally recognised qualification indicating proficiency in a particular vocational field and is considered equivalent to the completion of Year 12.
The concept of a school-leaving certificate at Year 12 level only gained widespread popularity in the mid-20th century. In contrast, education in the early 1900s looked significantly different. In the 1920s, most children walked to school along unsealed roads, often enduring dusty conditions in dry weather and mud in wet. Some travelled by horse and cart, while others rode ponies that grazed in the schoolyard during the day. Education typically ended at age 12 or 13, with limited access to secondary schooling. The majority of children entered the workforce early, with those in towns working in factories, offices, shops, and trades, while country children assisted on farms or in rural industries such as mining.
Looking back at the evolution of education also prompts us to look forward. What will schools look like in 50 or even 100 years? With the rapid advancement of technology, including artificial intelligence and digital learning platforms, it is certain that education will continue to transform. While students can now learn almost anything online and receive AI-generated tutoring, there are fundamental aspects of education that technology cannot replace. Human connection remains essential for imparting qualities such as empathy, kindness, resilience, and care—traits that require genuine human influence to nurture and develop.
Despite the rise of independent learning opportunities through online platforms and AI integration, one thing remains unchanged: the importance of community. As parents, teachers, and mentors, we continue to play a vital role in guiding and supporting our children’s education. No matter how advanced technology becomes, the need for human interaction, encouragement, and emotional support will always be invaluable in building character and shaping well-rounded, capable young people.
Dr Darnelle Pretorius
Principal
