Developing and integrating culturally aligned curriculum models which promote use of resources, such as indigenous artefacts, has been a challenge in science curriculum reforms. The study focused on the development of an integrated indigenous-pedagogical model for use in high school physics curriculum. The views of elders, teachers and learners in incorporating indigenous artefacts were explored. The purpose is to improve the teaching and learning of advanced level physics concepts of learners having an indigenous background. The curriculum model contextualizes the curriculum in an effort to decolonize the western-influenced African school curriculum. The study was conducted in Masvingo District in Zimbabwe, which is populated by the Shona speaking Karanga clan who still observe indigenous cultural practices. The study is framed within an African paradigm of Ubuntu emphasizing the universal human interconnectedness, together with a Vygotskian perspective. In keeping with indigenous and decolonizing methodologies, a transformative participatory research design was used. A sample of 25 participants, who had been purposefully selected, consisted of 10 community elders, 5 teachers and 10 learners. Qualitative data were collected during cultural meetings held with community elders and through focus-group discussions with teachers and learners. Data were analysed thematically through coding and theme production. The resulting six themes formed the main components of an integrated indigenous-physics pedagogical model. The model affords insights into partnerships among teachers, community and learners in strengthening an indigenously aligned contextualized pedagogy in advanced level physics at high schools.