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Diversity and inclusion
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ECCOP2302 - Diversity and inclusion
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20260200
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1.3
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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30
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070101
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Teacher Education: Early Childhood
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070101 - Teacher Education: Early Childhood
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<a href="http://www.federation.edu.au/locate/unit/eccop2302">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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7
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Bachelor Degree
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1
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10
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75
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<p>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.</p>
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<p><strong>Topics to be covered </strong></p>
<p>· Definitions of diversity, equity, bias, and inclusion</p>
<p>· Principles and history of inclusion in early childhood</p>
<p>· Constructed identity categories such as dis/ability, age, gender, sexuality, socioeconomic status, and ethnicity</p>
<p>· The impact of culture, cultural identity and linguistic background on identity, belonging and learning</p>
<p>· Atypical development </p>
<p>· Eurocentric colonial attitudes and assumptions of Aboriginal and Torres Strait Islander children</p>
<p>· Systemic, environmental and social barriers to inclusion</p>
<p>· Agency and strengths-based approaches</p>
<p>· Inclusive language, learning environments and differentiated teaching</p>
<p>· Early intervention and gifted education</p>
<p>· Working with families, specialists, and community services</p>
<p>· Legislation, codes, frameworks and professional standards</p>
<p>· Theoretical perspectives that support critical reflection</p>
<p>· Social justice and advocacy</p>
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<p>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.</p>
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2027
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2026
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ECCOP2302 - Diversity and inclusion
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ECCOP2302 - Diversity and inclusion
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Semester 1
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>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.</p>
Unit content
<p><strong>Topics to be covered </strong></p> <p>· Definitions of diversity, equity, bias, and inclusion</p> <p>· Principles and history of inclusion in early childhood</p> <p>· Constructed identity categories such as dis/ability, age, gender, sexuality, socioeconomic status, and ethnicity</p> <p>· The impact of culture, cultural identity and linguistic background on identity, belonging and learning</p> <p>· Atypical development </p> <p>· Eurocentric colonial attitudes and assumptions of Aboriginal and Torres Strait Islander children</p> <p>· Systemic, environmental and social barriers to inclusion</p> <p>· Agency and strengths-based approaches</p> <p>· Inclusive language, learning environments and differentiated teaching</p> <p>· Early intervention and gifted education</p> <p>· Working with families, specialists, and community services</p> <p>· Legislation, codes, frameworks and professional standards</p> <p>· Theoretical perspectives that support critical reflection</p> <p>· Social justice and advocacy</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
30
EFTSL:
0.25
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Late Summer</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p></p> <p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
75
Fee information:
<a href="http://www.federation.edu.au/locate/unit/eccop2302">View unit fees</a>
Requisites
Prerequisite
<p>must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=ECCOP2001" target="_blank">ECCOP2001</a> AND must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=ECCOP2002" target="_blank">ECCOP2002</a> AND must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=ECCOP2003" target="_blank">ECCOP2003</a> AND must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=ECCOP2004" target="_blank">ECCOP2004</a></p>
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Recognise the diverse educational needs of children.</p>
K2
<p>Reflect on personal and societal views about inclusion in early childhood education and compare with those supported by relevant policies and frameworks.</p>
K3
<p>Identify environmental and social barriers to access, inclusion and participation for children with additional needs in the context of early childhood education.</p>
S1
<p>Articulate the principle of inclusive education and how it serves children, families and communities.</p>
S2
<p>Identify relevant legislation and policies, which support inclusion.</p>
S3
<p>Evaluate resources and teaching strategies to support inclusion for children with diverse abilities in early childhood education.</p>
A1
<p>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.</p>
A2
<p>Collaborate with relevant stakeholders to develop strategies for safe and inclusive learning environments and experiences.</p>
A3
<p>Utilise relevant legislation to advocate for the right for all children to have access to and participation in early childhood education.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Analyse scenarios to identify potential issues and barriers for children and families.</p>
<p>Individual Analysis</p>
<p>40%-60%</p>
K1, K2, K3, S1, S2, S3, A1, A2
2
<p>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.</p>
<p>Individual </p><p>Presentation</p>
<p>40%-60%</p>
S1, A1, A2, A3
3
<p>10 days professional experience in leadership role/diverse setting/alternative career pathways </p>
<p>Placement. Not available for supplementary assessment.</p>
<p>Hurdle S/U</p>
K1, K2, K3, S1, S2, S3, A1, A2, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>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.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
30
EFTSL:
0.25
Field of education:
070101 - Teacher Education: Early Childhood
Offering:
<p><strong>Late Summer</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p></p> <p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
Yes
Placement hours:
75
Fee information:
<a href="http://www.federation.edu.au/locate/unit/eccop2302">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: ECCOP2302 - U1.3