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)
