Reflection on GCs and CCPs in My Schooling
Reflecting on my own schooling experience, It became obvious how little focus there was on what we now understand as General Capabilities (GCs) and Cross-Curriculum Priorities (CCPs).
Learning was mostly content-heavy and teacher-led, with minimal connection to culture, identity or global citizenship.
To emphasise this, in my home country of New Zealand with the indigenous language being Maori, the only language subject available while I was at High School was French!
Revisiting this now, through the lens of a future-focused educator, highlights the importance of shifting from that traditional model to one where learners are active, empowered and engaged citizens.
Through this topic’s activities, I gained a deeper understanding of the intention behind GCs and CCPs.
They are not additional tasks or optional content but are foundational.
As Henderson (2020) notes, when taught authentically, these priorities help students make sense of the world and become change agents within it.
Graphic created by Dion Kingi. Logos from ACARA (2025)
Likewise, the Australian Curriculum (ACARA, 2025) frames these priorities as essential to developing students’ ethical, intercultural, and critical thinking capacities.
As I explored Version 9 of the curriculum, I noticed just how embedded these capabilities are meant to be across all learning areas. One of the most interesting elements during this topic was engaging with the concept of decolonisation.
Reading the explainer from O’Dowd and Heckenberg (2020), I realised that decolonising education is not only about including
Aboriginal and Torres Strait Islander perspectives but also challenging dominant Western narratives and valuing different ways of knowing.
Frameworks like 8 Ways (NSW Department of Education, 2025) offer practical strategies for achieving this.
Graphic created by Dion Kingi. Logos from ACARA (2025)
I now see my role as a teacher not just as a knowledge provider, but as a cultural and ethical guide who helps students navigate complexity, diversity, and sustainability.
I want to create spaces that honour all students’ identities and support their growth as thoughtful, engaged global citizens.
8 Ways (NSW Government Education. 2025).
References
ACARA. (2025). F-10 Curriculum | V9 Australian Curriculum General Capabilities. Australiancurriculum.edu.au. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking?element=0&sub-element=CCTINQA
Henderson, D. (2020). Cross-curriculum priorities in the Australian curriculum: stirring the passions and a work in progress? Curriculum Perspectives, 40(2). https://doi.org/10.1007/s41297-020-00121-5
O’Dowd, M. F., & Heckenberg, R. (2020). Explainer: What is decolonisation? The Conversation. https://theconversation.com/explainer-what-is-decolonisation-131455
NSW Department of Education. (2025). 8 Aboriginal ways of learning. 8 Ways; NSW Department of Education. https://www.8ways.online/
NSW Government Education. (2025). 8 Aboriginal Ways of Learning Aboriginal Pedagogy . 8 Ways; NSW Department of Education. https://images.squarespace-cdn.com/content/v1/5b1dc4efaf20966d883ac5ef/1528678292626-3CJHUXAM8SXJTMROQ69W/the_eight_ways+%281%29.jpg?format=2500w
