Curriculum

Curriculum The Murri School Way

Through our lesson and unit planning we collaborate with people in the community to deepen our connections to Country and peoples. Our planning is informed by our stories, our people, our hopes and our aspirations. We are committed to a process, that is about renewing and maintaining relationships between families, the wider community, educational jurisdictions, and other educators.

“In respect of our peoples, our cultures, our land, we foster an inclusive learning environment which promotes empowerment,

identity and success through education to walk in two worlds.”

Our approach to education means that learning encompasses physical, emotional, mental and spiritual dimensions. We actively encourage an environment that is inclusive and equitable, and fosters a sense of belonging and pride among our students. This includes elements of the Murri School Way such as language classes, dance and art.

As Aboriginal and Islander people, asserting our right to an education system and curriculum that honours the integrity of our cultural life is essential. Our journey toward decolonising the curriculum involves a deliberate shift—one that places our culture at the very heart of the educational experience. We reject the deficit model of thinking around Aboriginal and Torres Strait Islander achievement, which perpetuates harmful stereotypes and marginalises Indigenous voices. Instead, we affirm the strengths, resilience, and contributions of Aboriginal and Torres Strait Islander peoples and provide an educational environment that celebrates our culture and promotes holistic well-being.

We plan from an Indigenous standpoint. Our planning is inclusive of not just the educational needs but the well-being, health and cultural needs of our students. We believe children need to have a strong sense of cultural pride and identity. It is important for them to feel proud of who they are and where they come from, to feel connected and that they belong. We use culturally responsive pedagogies and closely analyse the Australian Curriculum and mandated requirements to meet First Nations’ understandings.

Culturally responsive pedagogies are about teacher putting aside stereotypes, reflecting on their own knowledge,

beliefs and life experiences to build a trusting, respectful, reciprocal and sustainable relationship where differences and different knowledge systems are valued and respected, so that learners feel comfortable sharing and learning about each other

without judgement. In this way, all learners including us as educators are empowered.

As such, we have collectively developed The Murri School Way, an educational philosophy grounded in Aboriginal and Torres Strait Islander worldviews and philosophies. It guides every aspect of the school’s operation, from curriculum development to student interactions and community engagement. It embodies a holistic understanding of education beyond academic knowledge to encompass cultural identity, well-being, and empowerment.

The approach centres Indigenous worldviews, knowledge systems, and pedagogies into the curriculum and promotes a ‘Teaching through culture’ approach, where Indigenous worldviews and philosophies are taught and experienced in classroom practices; this ensures that students learn in culturally rich and meaningful learning experiences.

We want our children to feel empowered, safe, and confident. Children need to have a strong sense of cultural pride and identity.

It is important for them to feel proud of who they are and where they come from, to feel connected and that they belong.

Overall, the Murri School Way represents a holistic and culturally responsive approach to education that honours Aboriginal and Torres Strait Islander cultures and values while promoting the well-being and success of all school community members. It is a guiding philosophy that enriches teaching and learning, fosters positive relationships, and strengthens cultural identity and pride.