Presented in this article is a framework to restructure and redesign a tertiary curriculum to accommodate a diversity of Indigenous knowledge systems. It responds to increasing requirements on the tertiary sector to incorporate Indigenous content into courses, and to ensure that graduates acquire the knowledge and skills widely in demand from professions. The purpose of the framework is to ensure Indigenous content is a well-defined layer within the learning continuum across all qualification levels. The framework is designed for flexibility to ensure that suitable content can be integrated systematically across a course. Guidance is provided on the sequenced progression of learning outcomes, learning activities and assessment across multiple units. Optimal approaches should incorporate Indigenous content for foundational learning, integration to the discipline and professional application. This approach enables students to master the requisite material, combined with professional experience to meet the requirements of a given profession. Minimum course volumes are identified to improve consistency and ensure that graduates engage critically with Indigenous perspectives and content. This curriculum-wide integration and revisioning offers an institutional level process designed to decolonise learning and teaching.