The inaugural SACE Young Ambassadors Program has launched, with seven students selected from more than 100 applicants to help bring student voice into SACE decision-making. At their first collaboration session, the group built connections and explored how they will work together over the next six months. “I want to bring a voice for all the students out there in South Australia,” Young Ambassador Jamal Khalaf said. The program will see ambassadors contribute to discussions, workshops and projects that help shape future SACE initiatives. 

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Subject Renewal hit an important milestone in term 3, with public consultation completed for renewed Stage 1 Essential English, Music and Language Continuers. A total of 356 stakeholders, including 242 subject teachers, contributed feedback to help shape the renewed subjects. The consultation confirmed broad support for the direction and intent of Subject Renewal, while also identifying areas for further clarification, refinement and support. This feedback is now helping shape the renewed subjects before they are presented for accreditation.

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More than 160 SACE coordinators attended information sessions across South Australia last term, sharing feedback on how the SACE Board can continue improving processes and support for schools. Sessions covered end-of-year processes, exam preparation, key dates and operational updates, while creating opportunities for connection and insight sharing. The “SACE Board is constantly looking to improve and is happy to take feedback on board”, one coordinator said. The feedback and conversations from these sessions help us continue improving the support we provide to schools.

View the latest information session.

Last term, two teachers from Gateway College in Sri Lanka joined a week-long professional learning exchange at Wilderness School, experiencing SACE curriculum delivery in an Australian classroom setting. Manjari Tennakoon and Christina Sivasamboo observed classes, connected with colleagues and explored teaching approaches that support student success. “The greatest value of an exchange is not simply what you see, but what you take back with you,” Ms Sivasamboo said. The visit strengthened professional connections across the SACE International school network. 

A financial decision with no single correct answer might not sound like a typical mathematics lesson, but that's exactly the kind of learning Year 12 student Aabhigya Khadka experienced while testing the SACE's renewed General Mathematics prototype.

Developed as part of the SACE Board's Subject Renewal program, the prototype explores new approaches to learning and assessment that emphasise student agency, deep authentic learning and the application of knowledge in real-world contexts. 

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St Francis de Sales College student Charlotte Peacock combined science and chocolate in her Activating Identities and Futures (AIF) project, exploring the chemistry behind tempering chocolate.

"I'm a visual and Kinaesthetic learner," Charlotte said. 

"I chose to do food chemistry, which has lots of visual elements, but also lots of technical elements as well." 

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Year 11 student Olivia Craig from Mark Oliphant College has turned a class project into a powerful podcast series, using her voice to explore student wellbeing, leadership and future careers while helping shape her own pathway beyond school.

Created as part of her Activating Identities and Futures (AIF) learning, Olivia's three-part podcast series focuses on issues that matter to young people and provided opportunities to connect with professionals from a range of fields.

If you have a great student story to share, please contact us at sace.media@sa.gov.au.

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Following the successful SACE learning and assessment in the age of AI professional learning event, eight subsequent online events were announced and booked out in a matter of hours. As access to and use of generative AI tools continue to grow, there is a clear appetite among teachers to respond proactively. The SACE Board will continue to convene and encourage this community of practice to support fair and robust assessment that is reflective of genuine student learning.

Workshop resources and bookings for the remaining online sessions are available via SACE learning and assessment in the age of AI.

Additional resources are available on the AI in SACE assessments section of the SACE website: 

More than 120 teachers and leaders attended SACE’s Teaching and Learning Leader conference last term where educators shared their experiences and approaches to implementing curriculum change. The event enabled schools and the SACE Board team to learn from each other, with participants sharing leadership experiences and gathering ideas. Deirdre Walters, Leader of Senior School Pedagogy and Innovation from Thomas More College, said the school’s work through AIF and the Capabilities program is helping shift focus beyond content delivery towards student outcomes. "We want students to leave with more than just their SACE. We want them to have a clear sense of what they offer, their strengths, their capabilities, and how they contribute," she said. This work aligns with the broader aims of Subject Renewal, supporting students to understand not only what they know, but how they can apply their learning in different contexts.

Access resources from the event on our website. 

The SACE Board will soon establish a new initiative to strengthen student voice in policy decision making. The initiative will create a structured, youth-led way for student experiences and perspectives to meaningfully inform SACE policies and future directions. By creating an ongoing feedback loop between students, schools and decision-makers, the SACE Board can ensure its work reflects lived experience, builds trust and better supports young people’s needs. Community Associate, Megan Adrain is working on the program and said students genuinely care about their learning and want to help shape the future of education. "Establishing a youth-led voice in SACE’s work is essential to creating a system that is fit for purpose and responsive to the students it serves,” they said. The SACE Board will soon enter the recruitment phase, with principals encouraged to keep an eye out for upcoming information on how students can get involved.

Our operations and askSACE teams have been investing in partnerships with school-based stakeholders to drive process improvement and better support student success. Through engagement and collaboration, the team has delivered improvements that reduce administrative burden for schools, including streamlined VET verification, recognition, and operational processes such as online exit assessments. One SACE coordinator said, "online exit assessments are going to save me a lot of time each year, as well as the community learning added to Schools Online", while another added, "SACE are willing to receive our feedback and trying to better things. The collaboration is great”. Bookings are open for SACE Coordinator Information Sessions which will be held throughout term 3 to share and strengthen communities of practice.

Learn more about our step-by-step guide on online exit assessments. 

The first SACE International regional workshop for 2026 was held in April at Taylor’s College, Kuala Lumpur, bringing together over 50 delegates from SACE International schools across Malaysia, Cambodia, China, Sri Lanka, Vanuatu and Vietnam. The event provided an opportunity to strengthen regional connections and support knowledge sharing across the network through two days of purposeful learning, connection, and shared commitment to student success. 

Learn more about upcoming SACE International training and events.