Program Overview

Unit Overview

The unit EDFD227 - Partnerships: Inclusive and Diverse Learning enables pre-service teachers to draw on broad and specific knowledge of early childhood and primary education to consider the form and nature of collaborative partnership within schools, early childhood education settings, and the broader community.

Unit Rationale, Description, and Aim

This unit aims to provide pre-service teachers with the knowledge and skills to enable the establishment and maintenance of collaborative partnerships with children, parents, families, colleagues, other professionals, medical specialists, and community members. The unit covers strategies that support effective communication, conflict management, relationship building, and pastoral care.

Learning Outcomes

To successfully complete this unit, students will be able to:

1. Reflect on and critically analyze ethical, professional, and complex responsibilities of teachers, including inclusive practice and advocacy for children and families.
2. Examine the form and nature of collaborative partnerships within schools, ECE settings, and the broader community.
3. Identify the diverse and dynamic nature of family life, especially in relation to families experiencing diverse contexts and particular support needs.
4. Develop awareness of principles and concepts informing service provision, inclusion, early intervention, and support strategies for a diverse range of families.
5. Reflectively synthesize ideas and present work in ways that incorporate the relevant use of ICT and meet required tertiary standards.

Content

The content of this unit includes:

• The form and nature of collaborative partnership within schools, early childhood education settings, and the broader community.
• Investigation of various opportunities for teachers in the early years to effectively support families and promote continuity of learning for children.
• Ethical and professional responsibilities of teachers.
• Examples of inclusive practice and advocacy for children, families, and the teaching profession.
• Experiences of collaboration with peers and participation in group-based tasks.
• The diverse and dynamic nature of family life across the life cycle.
• Particular attention will be given to families in which there is a member with diverse support requirements.
• Principles and concepts informing service provision, inclusion, and support strategies for a diverse range of families.
• Application of legislative requirements for inclusion.

Assessment Strategy and Rationale

A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to, essays, reports, examinations, student presentations, or case studies.

Assessment Tasks

1. Partnership Artefact and Reflection: Develop a communication package that draws on a range of communication strategies and communicates to families an important aspect of their child's education and care. Equivalent to 1,500 words.
2. Group Task/Presentation: Present a folio of resources that indicate the form and nature of inclusive community collaborative partnerships. Equivalent to 1,500 words.
3. Research-Informed Critical Analysis Paper: Critical analysis of a chosen issue or topic within the area of partnerships and family studies that support inclusive and diverse learning. Equivalent to 2,000 words.

Learning and Teaching Strategy and Rationale

Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in online engagement, lectures, tutorials, seminar presentations, and group discussions, both online and face-to-face, self-directed study activities, and assessment tasks.

Representative Texts and References

• Barbour, C., Barbour, N. & Scully, P. (2011). Families, schools and communities: Building partnerships for educating children (5th ed.). Boston, Mass: Pearson.
• Bowes, J., Grace, R., & Hodge, K. (2012). Children, families and communities: Contexts and consequences (4th ed.). South Melbourne, Vic: Oxford University Press.
• Berger, E. H., & Riojas-Cortez, M. (2012). Parents as partners in education: Families and schools working together (8th ed.). Upper Saddle River, NJ: Pearson.

Credit Points and Year

This unit is worth 10 credit points and is offered in the year 2026.