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Published byDamian Quinn Modified over 9 years ago
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Embedding Indigenous Knowledge in the Early Childhood Classroom
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About me Early Childhood Teacher 3 rd year teacher Teaching Prep/Grade 1
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Significance Development of a deeper knowledge of world’s oldest living culture ACARA
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Research Totems and Dreaming Units
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Conception of Unit Making connections to children’s real life experiences Following children’s interests
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Consultation with Administration Cultural Competencies Protocols Impact/Considerations
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Collaboration with Families Family guest speakers Sharing of family artefacts
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Collaboration with Elders Sharing of knowledge With children Teacher Specialist
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Collaboration with Specialist Dr. Kath Mills Technology
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Totems Significance Looking after Totems Assessment
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Dreaming Innovations Sharing of stories Unpacking stories Linking stories to Totems Writing Innovations Creating Images
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Work Sample 1 The Rainbow Serpent Retold by Isabella
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Discussion of Isabella’s learning
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Work Sample 2 How the Murray River was Made Retold by Jahmarl
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Discussion of Jahmarl’s Learning
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Smilebox Use of Technology Pros Cons
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Children’s Interests Importance Findings
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Impact on Practice Role of the Educator Implications for teachers
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References ACARA. (2014). Australian Curriculum – Cross Curriculum Priorities. Retrieved from http://www.acara.edu.au/curriculum/cross_curriculum_priorities.htmlhttp://www.acara.edu.au/curriculum/cross_curriculum_priorities.html Bruce, L., (2004) How the Murray River was Made. Australia: Cengage Learning Dixon, R. (1980) Social organisation and naming: The languages of Australia. Cambridge: Cambridge University Press. Hanlen, W. (2007) Indigenous literacies: moving from social construction to social justice. In L. Harris S. (1990) Two way Aboriginal schooling: Education and cultural survival. Netley: Griffin Press. Makin, L, Jones-Diaz, C., & McLachlan, C. (Eds.). Literacies in childhood. NSW: Elsevier. Nunukul, O., Bancroft, B. (1999) Stradbroke Dreamtime. Australia: Harper Collins
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