Liana Luyt

The General Capabilities of the Australian Curriculum is one of three dimensions mandated to be taught to school students. The Capabilities consist of the seven areas (Literacy, Numeracy, Critical and Creative Thinking, Intercultural Understanding, Personal and Social Understanding, Information and Communication Technology). 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 during the first and second coding cycles 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. Discussion emphasises that effective school-based implementation of General Capabilities extends beyond available resources, pedagogies and programs. Successful implementation starts well before resource development and lesson planning. It extends from a conducive and focused school culture underscored by trusting relationships. This situates teachers in decision-making processes and aligns with the intentional planning of the General Capabilities within school programs, underpinned by a common objective to prepare students for a changing world.