I began my schooling in 2006, prior to the introduction of the Australian Curriculum (AC) when curriculum was set by the state, and educators were comfortable planning, teaching and assessing derived from years of experience (Queensland Department of Education, 2023). Critically reflecting on my primary school education as a pre-service educator, I speculate that my teachers were not against the AC, but rather anxious about the new dimensions and expectations of their profession (Henderson, 2020).
By 2013, I can distinctly remember the fundamental shift to embed the Cross-curriculum priorities (CCPs) and General capabilities (GCs) across the learning areas. My teacher incorporated key components of the GCs (Literacy, Numeracy and Digital literacy) seamlessly into subjects, and integrated varied social dynamics to engage us in collaborative discussions, utilising Personal and social capabilities, and Critical and creative thinking to complete problem-based tasks. However, I recognise that the CCPs incorporation were limited and inconsistent across the learning areas. Though I have fond memories completing group assessments in Geography, designing an advertisement to promote sustainability, or exploring First Australian culture at a surface level with concrete elements such as food, music and art; these CCPs were implemented as freestanding topics rather than integrated across the curriculum (Hammond, 2015). I believe this approach impacted my perception of these CCPs, limiting my deep cultural understanding and sustainable behaviours to engage with and better understand the demands of the twenty-first century (Henderson, 2020). More effectively, my school could have taken an authentic approach to teaching, expanding their traditional practices to integrate the GCs/CCPs holistically in multiple subject areas, with real-world applications, and emphasis on the relevance to contemporary issues (McPhail, 2018).
The curriculum highlights the significant connection between CCPs, GCs and twenty-first century learning, recognising the demands of our society in a world plagued with volatility, uncertainty, complexity and ambiguity (VUCA) (ACARA, 2023). As educators we face the task of facilitating meaningful learning experiences that nurture students’ development, ensuring that they are fundamentally prepared to succeed in their future (Skourdoumbi, 2016). Henderson (2020) signified the importance of shifting from traditional, teacher-centred approaches to empowering, student-centred inquiry-based learning. I endeavour to align my practice to an interdisciplinary approach, holistically integrating the CCPs/GCs with contemporary pedagogies to promote authentic twenty-first century learning that transcends disciplinary boundaries, ultimately revealing pupils’ potential while building confidence to face contemporary issues, equipping them for a sustainable and enlightened future (McPhail, 2018).
References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2023). Australian Curriculum timeline [Infographic]. https://acara.edu.au/curriculum/curriculum-review
Hammond, Z. (2015). What’s culture got to do with it? In Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students (1st ed., pp. 22–29). Corwin Press.
Henderson, D. (2020). Cross-curriculum priorities in the Australian Curriculum: Stirring the passions and a work in progress. Curriculum Perspectives, 40(2), 203–214. https://doi.org/10.1007/s41297-020-00121-5
McPhail, G. (2018). Curriculum integration in the senior secondary school: A case study in a national assessment context. Journal of Curriculum Studies, 50(1), 56–76. https://doi.org/10.1080/00220272.2017.1386234
Queensland Department of Education. (2023). Chronology of education in Queensland. Queensland Government. https://education.qld.gov.au/about-us/history/chronology-of-education-in-queensland
Skourdoumbi, A. (2016). Articulations of teaching practice: A case study of teachers and ‘general capabilities’. Asia Pacific Education Review, 17(4), 545–554. https://doi.org/10.1007/s12564-016-9460-
Systems Innovation. (2019, August 15). What is VUCA? [Video]. YouTube. https://www.youtube.com/watch?v=MqQh9t-VLIY
