Schools, students and 
families increasing high 
expectations focus 
contribute to new cultural 
norm of Indigenous 
students attending 
university and having 
high STEM engagement


Impact Statement Canvas for Indigenous STEM Education Project 


PARTICIPATIONISEP Team, Project partnersISEP team, jurisdictions, Teachers, Principals, CEDO, Universities, CommunityCSIRO, BHPB, QUT, UoMTechnical ExpertsStudents, Elders, Family, Community, UniversitiesJurisdictions, Schools, CSIRO


INPUTSWhat we invest


ACTIVITIESWhat we do


Innovative curriculum, 
pedagogy and TPD 
Development of innovative, place 
based, high-expectations 
Indigenous contextualised 
curriculum, pedagogy, support 
resources for schools/universities 
and associated TPD training


High expectation extra –
curricular opportunities & 
support

Development of high-
expectations extra-curricula 
opportunities including summer 
schools, work placements, 
awards & leadership programs 
with personalised support. 


OUTPUTSOur deliverables


OUTCOMESThe uptake, adoption or consumption of 
our work


IMPACTSBenefits to eco, environ, 
soc


Assumptions


Indigenous leadership is essential

Importanceof high expectations, culture and personalised support

Importance of working at the cultural interface of two-way science

Importance of Indigenous curriculum contexts and building teacher and school capacity

Importance of building strong relationships with community

Rigorous evaluation is required to demonstrate program effectiveness


External factors

National/Global -Availability of STEM jobs, global and local economy, political environment

Jurisdictions/School –culture of low expectations, teacher quality, relationship with Indigenous community

Student –level of family support and understanding of tertiary education context

CSIRO -Staff recruitment and training essential(need external expertise) 




Local & strategic engagement

Student recruitment and 
engagement of key stakeholders 
(esp. schools, universities, 
CSIRO sites, Aboriginal 
organisations, Elders and 
patrons to support the delivery 
and sustainability of the above).


BHPB Foundation 
funding $28m/5 years

30 year CSIRO BHPB 
relationship in science 
education 

Indigenous leadership 

Relationships with 
Indigenous communities

Experienced Indigenous 
and non-Indigenous 
staff

CSIRO experience in 
science inquiry 
education –esp. 
CREST, Land and 
Learning Program 

CSIRO national 
infrastructure and 
university partnerships

Partner/Stakeholder 
expertise (e.g. 
YuMiDeadlyCentre, 
TangentyereLand and 
Learning, UoMBachelor 
of Science & Arts 
extended 


Schools/students engaged 
in extra-curricular supports 
and alternate pathways 
e.g. summer schools, 
awards, leadership and 
support programs, BScExt


Innovative, place based, 
Indigenous contextualised 
and/or led STEM 
curriculum (inquiry based) 
delivered in schools and 
university and documented 
in school plans


Teacher completion of high 
expectation Indigenous 
context and pedagogy 
focused TPD courses and on 
the job training including train 
the trainer


Increased student 
engagement, 
attendance, 
results and 
recognition


Increased 
parental, family 
&community, 
engagement and 
recognition of role 
models


social cohesion/ 
reconciliation 


Increased 
teacher capacity 
in: inquiry; place 
based, hands on 
curriculum 
development; 
and delivery in an 
Indigenous 
context/ 
Indigenous led


More Indigenous (and 
non-Indig.) students 
pursuing STEM 
education pathways, 
enrolment in STEM 
years 10-12 & 
university, STEM 
careers & leadership 
opportunities 


Indigenous knowledge & 
culture valued: 
complementarity to 
western science & maths 
demonstrated


Best practice in 
high expectation 
science inquiry and 
maths education 
programs & TPD 
identified. 


increased innovation and 
workplace productivity


Schools are culturally 
competent in 
delivering two way 
science in partnership 
with Elders, families 
and communities & 
flow on benefits to 
broader curriculum/ 
teaching 


Increased student 
aspiration, sense 
of value, cultural 
identity and 
school belonging


Greater under-
standing and care 
of environment


Partnerships with schools, 
jurisdictions, universities, 
mentors, and other key 
stakeholders 


Management, monitoring & 
evaluation 

Deployment of project 
management, monitoring and 
evaluation methodologies to 
support delivery and 
sustainability of the above.


M&E input to PE CQI processes


More, higher quality & 
greater workforce diversity 
of STEM professionals.


Jurisdictions, CSIRO, 
universities & 
partners scaling up


Project Steering Committee 
(governance), PM tools and 
databases, skilled staff, M&E 
frameworks, methods, data, 
reports and publications