Diversity and inclusion

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2026/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Diversity and inclusion

Unit ID:

ECCOP2302

Credit Points:

30.00

Prerequisite(s):

Nil

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070101

Other Change:

Brief description of the Unit

This unit focuses on inclusive teaching practices that support every child’s access, belonging and participation in early childhood education. Pre-service teachers (PSTs) will critically examine constructed identity categories and reflect on their personal attitudes to identify potential barriers to access and inclusion. Through engagement with rights-based frameworks, relevant legislation and professional standards, PSTs will evaluate and plan inclusive, and strengths-based curriculum that supports children’s identities, capabilities, and agency. The unit emphasises collaboration with families, specialists, and communities and supports PSTs in becoming advocates for social justice, equity, and ethical, inclusive education for all children. This unit includes a 10-day placement.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee).

Placement Component:

Yes - 10 days

Supplementary Assessment:Yes

Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment

Course Level:

Learning Outcomes:

Knowledge:

K1.	Recognise the diverse educational needs of children.

K2.	Reflect on personal and societal views about inclusion in early childhood education and compare with those supported by relevant policies and frameworks.

K3.	Identify environmental and social barriers to access, inclusion and participation for children with additional needs in the context of early childhood education.

Skills:

S1.	Articulate the principle of inclusive education and how it serves children, families and communities.

S2.	Identify relevant legislation and policies, which support inclusion.

S3.	Evaluate resources and teaching strategies to support inclusion for children with diverse abilities in early childhood education.

Application of knowledge and skills:

A1.	Apply principles and practices to address barriers to access and inclusion in early childhood education and effectively plan for all children’s participation and learning.

A2.	Collaborate with relevant stakeholders to develop strategies for safe and inclusive learning environments and experiences.

A3.	Utilise relevant legislation to advocate for the right for all children to have access to and participation in early childhood education.

Unit Content:

Topics to be covered

· Definitions of diversity, equity, bias, and inclusion

· Principles and history of inclusion in early childhood

· Constructed identity categories such as dis/ability, age, gender, sexuality, socioeconomic status, and ethnicity

· The impact of culture, cultural identity and linguistic background on identity, belonging and learning

· Atypical development

· Eurocentric colonial attitudes and assumptions of Aboriginal and Torres Strait Islander children

· Systemic, environmental and social barriers to inclusion

· Agency and strengths-based approaches

· Inclusive language, learning environments and differentiated teaching

· Early intervention and gifted education

· Working with families, specialists, and community services

· Legislation, codes, frameworks and professional standards

· Theoretical perspectives that support critical reflection

· Social justice and advocacy

Graduate Attributes:

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Level
FEDTASK 1 Interpersonal	Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 2 Leadership	Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 3 Critical Thinking and Creativity	Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 4 Digital Literacy	Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities.	Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 5 Sustainable and Ethical Mindset	Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K2, K3, S1, S2, S3, A1, A2	Analyse scenarios to identify potential issues and barriers for children and families.	Individual Analysis	40%-60%
2.	S1, A1, A2, A3	Develop a plan for inclusion that could be implemented in your early childhood setting. Apply professional communication and advocacy skills through presenting the plan to peers.	Individual Presentation	40%-60%
3.	K1, K2, K3, S1, S2, S3, A1, A2, A3	10 days professional experience in leadership role/diverse setting/alternative career pathways	Placement. Not available for supplementary assessment.	Hurdle S/U

Adopted Reference Style:

APA ()

Professional Standards / Competencies:

Standard / Competency