Abstract
The general capabilities of the Australian Curriculum is one of three dimensions mandated to be taught to school students. With the current societal, environmental and economic changes within a globally competitive environment, these capabilities are nationally and internationally regarded as crucial to quality schooling. Competency in these areas is seen as fundamental to school leavers navigating the transformational changes shaping their world. Despite this, limited research evidence exists on the successful incorporation of the general capabilities into Australian schooling. This research examined general capabilities implementation within one Western Australian school identified as a leader in this space. Specifically, the project investigated the conditions that initiate, support and maintain effective incorporation and implementation of the general capabilities. Using a constructivist approach through a single-site case study, key school staff shared their insights through semi-structured interviews. Analysis of relevant internal and external school documents and social media complemented interview data. Data were analysed using the activity system of the cultural historical activity theory (CHAT). Inductive elemental coding, deductive exploratory coding and pattern coding were used to determine categories and themes. Findings drawn from the analysis supported current knowledge on effective implementation processes and highlighted significant new knowledge within this field.