The Deadly in Generation STEM Teacher Professional Learning (TPL) builds teacher confidence in delivering Indigenous STEM activities by equipping educators with guidance, resources and facilitating strong partnerships with local communities, Elders, Cultural Knowledge Holders and organisations. As a result all students benefit from authentic Indigenous focused STEM experiences that deepen their connection to science culturally and ignite an enthusiasm for learning.
Indigenous Knowledge sits at the heart of the program, recognising learning is relational, interconnected, and inseparable from Country, culture, and community.
Across the Illawarra and Narrabri regions, teachers taking part in the TPL have witnessed how culturally grounded STEM practice can reshape classrooms and strengthen relationships with local communities. We hear more about the TPL experience.
How does the Teacher Professional Learning work?
Bernadette Melton, Program Education Officer for Deadly in Generation STEM, shared how the TPL works to equip teachers with the tools and knowledge they need to teach Indigenous Knowledges confidently.
“With the new curriculum requiring Indigenous perspectives in the classroom, many teachers have expressed uncertainty about where to begin, worried about saying the wrong thing or lacking confidence in their own knowledge. This program addresses that hesitation by giving educators practical tools, clear guidance, and culturally grounded STEM resources they can embed into their classrooms meaningfully.
“Educators are supported to work with CSIRO Indigenous STEM investigation units, that connect science curriculum to Indigenous Knowledges, helping create culturally responsive classrooms and stronger school-community relationships.
“A core strength of the program is the Community of Practice it builds. Educators come together to share lesson ideas, unpack challenges, and adapt approaches across year levels and subject areas. This collaborative model helps schools embed sustainable, culturally safe teaching practices that strengthen relationships with students, colleagues, and community,” said Bernadette.
Participant insights
At the most recent TPL reflection session, participants shared how the program helped educators merge science and culture, bringing together classroom learning with community knowledge in a way that ‘weaves and marries together’ for richer educational experiences.
Science Teacher, Elise Siilbek from Smith’s Hill High School shared how her confidence grew through the TPL.
“It’s something I had tried to do my best with prior to the program but I lacked the confidence.
“The program has created a safe space to explore concepts and made it more of a cultural norm. We had the program activities regularly in the classroom so it became standard practice, rather than being tokenistic,” Elise said.
Educators also reflected on how much interest there is from both Indigenous and non Indigenous students to learn Cultural Knowledge. This can be attributed to the hands on learning that created genuine connection.
For example, one group explored traditional fishing traps, an investigation that grew into an exploration of hunting practices and designing spears with Elders and Knowledge Holders. Not only did this become a valuable classroom experience but it solidified the Community partnership with Gumaraa and resulted in a resource that can be used in the future.
Participants also discussed how the program is evolving with a focus on ease of use for educators, creating more resources, contact lists and collaborating on adaptable lesson plans in an effort to save educators time and money.
Envisioning long term impact
The TPL aims to leave a legacy. Creating practices, relationships, and resources that will withstand changes in policy, staffing and priorities and continue to breathe life into classrooms beyond the programs conclusion.
Participants shared how this cultural integration is not only powerful but essential to engaging students in ways that feel authentic, relevant, and respectful.
The program is free for eligible schools to participate.
The Deadly in Generation program is a part of Generation STEM, a 10-year initiative to build a strong and more diverse STEM pipeline in NSW. Managed by CSIRO, the program is made possible by the NSW Government’s $25 million endowment to the Science and Industry Endowment Fund (SIEF).