Anti-Bias Goals: Equity, Diversity and Inclusion Plan

CHEV011 Equity, Diversity and Inclusion Development Plan 2026

Chevron College’s CHEV011 module asks early learning and care practitioners to turn anti-bias theory into a practical development plan for their own service. In a 2,500-word essay or a 16–20 minute recorded presentation (100%), you evaluate how anti-bias goals 1 and 3 show up in daily practice and policy, propose three strategies linked to Irish legislation, national standards and early learning theory, and analyse your own role.

Assignment: Development Plan

Considering the anti-bias goals 1 and 3 for children, students are required to evaluate their ECEC service and propose strategies to enhance practice, demonstrating the fulfilment of module learning outcomes 1–5. AI use: Level 1 – AI for support.

Assignment Requirements

1. Introduction (200 words).
2. Evaluate how the anti-bias goals 1 and 3 for children are promoted or not promoted within your ECEC service, providing specific examples, with reference to how your service’s policies impact anti-bias practices (600 words) (LO4).
3. From your evaluation, discuss three strategies that would further promote the anti-bias goals within your service, determining how these proposed strategies support adherence to and engagement with relevant legislation, national standards and early learning theories (800 words) (LO1, LO2).
4. Analyse your role in maintaining an anti-bias culture within the service with reference to language, participation, communications and relationships (700 words) (LO3, LO5).
5. Conclusion (200 words).

All areas of the assessment should be supported with relevant literature. Word count: 2,500-word essay or a 16–20 minute PowerPoint presentation (+/-10%). Weighting: 100%.

Module Learning Outcomes

• LO1: Detail the requirement for equity, inclusion and diversity in ECEC through legislation, policy, frameworks, guidelines and early learning theorists.
• LO2: Discuss the strategies that may be used to foster inclusive practice in an early years setting.
• LO3: Discuss the importance of the language of inclusion in relation to communications, interactions and relationship building with children and their families.
• LO4: Evaluate the anti-bias approach in practice.
• LO5: Analyse the role of the educator in ensuring participatory inclusion and an anti-bias approach to the education and care of children and families.

Presentation and Layout

• The assignment should demonstrate engagement with module concepts and readings, in-depth independent academic research and the specified learning outcomes, and be submitted by the due date.
• Essay option: essay-style layout, Times New Roman or Calibri, size 12 main text, size 14 headings, 1.5 line spacing; include a self-reflection form, optional cover page, table of contents, self-assessed rubric and the essay with a reference section.
• PowerPoint option: provide a voiceover, use suitable font size and layout, cover the assessment requirements with in-text references and a reference section; the self-reflection form and self-assessed rubric can be uploaded as one document and the recorded presentation separately.

Get Expert Help with the CHEV011 Brief

Use real, anonymised examples from your setting, and for each strategy name the standard or framework that supports it, such as the Diversity, Equality and Inclusion Charter, Aistear or Síolta. Keep to the word guide for each section and write the role analysis in the first person.

Our QQI childcare and early learning assignment help supports ECEC modules, and our reflective writing help can strengthen the role analysis. For another early years brief, see the ELC placement play plans brief.

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