1. Embedding Indigenous Knowledge in the Early Childhood Classroom

2. About me Early Childhood Teacher 3 rd year teacher Teaching Prep/Grade 1

3. Significance Development of a deeper knowledge of world’s oldest living culture ACARA

4. Research Totems and Dreaming Units

5. Conception of Unit Making connections to children’s real life experiences Following children’s interests

6. Consultation with Administration Cultural Competencies Protocols Impact/Considerations

7. Collaboration with Families Family guest speakers Sharing of family artefacts

8. Collaboration with Elders Sharing of knowledge With children Teacher Specialist

9. Collaboration with Specialist Dr. Kath Mills Technology

10. Totems Significance Looking after Totems Assessment

11. Dreaming Innovations Sharing of stories Unpacking stories Linking stories to Totems Writing Innovations Creating Images

12. Work Sample 1 The Rainbow Serpent Retold by Isabella

23. Discussion of Isabella’s learning

24. Work Sample 2 How the Murray River was Made Retold by Jahmarl

31. Discussion of Jahmarl’s Learning

32. Smilebox Use of Technology Pros Cons

33. Children’s Interests Importance Findings

34. Impact on Practice Role of the Educator Implications for teachers

35. 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