Abstract
What can lead to the effective implementation of the General Capabilities of the Australian Curriculum into school teaching and learning programs? The General Capabilities constitute one of the three mandated curriculum dimensions for school students and encompass seven key areas: Literacy, Numeracy, Critical and Creative Thinking, Intercultural Understanding, Personal and Social Understanding, and Digital Literacy. Given the rapid societal, environmental, and economic transformations occurring within an increasingly competitive global landscape, the inclusion of the General Capabilities within the curriculum has received support from educators and policymakers. Proficiency in these areas is regarded as essential for school leavers to successfully navigate the evolving challenges shaping their world. However, despite widespread recognition of the importance of the skills associated with the General Capabilities, there remains a limited body of research on effective strategies for their integration into Australian schooling.
This study explored the implementation of the General Capabilities within a Western Australian school identified as a leader in this area. Specifically, the research investigated the conditions that initiate, support, and maintain the effective incorporation and implementation of the General Capabilities, forming the central research question and objective of this study. Adopting a constructivist paradigm through a single-site case study approach, key school staff provided insights through semi-structured interviews. Additional text-based data, including relevant internal and external school documents and social media content, were analysed to complement and triangulate the findings derived from interview data. The Activity System of the Cultural Historical Activity Theory (CHAT) informed the analysis of the data, with inductive elemental coding and deductive exploratory and pattern coding forming the first and second coding cycles of the analysis process.
The findings, derived from the themes emerging through analysis, supported current knowledge on effective implementation processes and highlighted significant new knowledge within this field. Results underscored that successful school-based implementation of the General Capabilities extends beyond the availability of resources, pedagogical strategies, and programs. Effective integration commences prior to resource development and lesson planning, emerging from a conducive and purpose-driven school culture characterised by trusting relationships. This environment situates teachers as active participants in decision-making processes and aligns with the intentional planning of the General Capabilities within school programs, underpinned by a shared commitment to preparing students for a rapidly evolving world.
A significant contribution of this research is that it led to the development of a General Capabilities Implementations Guidelines Handout for School Leaders. The intended outcome of this document is to provide recommendations for school leaders before and during the implementation of the General Capabilities within their school’s teaching and learning programs. These guidelines draw on the new and existing research findings on effective implementation practices within this space and address the Change, Creativity and Innovation strand of the Conference. Broader application of these guidelines can; however, be supportive of any program initiative within schools.