Assumptions are the beliefs we have about the programme and the people involved and the way we think the programme will work. This is the “theory” we are talking about: the underlying beliefs in how it will work. These are validated with research and experience. Assumptions underlie and influence the program decisions we make. Assumptions are principles, beliefs, ideas.
- Teachers are professionals who want to make a positive difference to children’s lives;
- Where teachers are empowered to work together they can create outstanding learning environments for children and young people;
- Teachers naturally want to talk and learn from each other about their practice;
- Teachers want to engage in dialogue about their own educational practice with a view to improving their craft.
- The school is the key unit of curricular creation and professional development.
- Schools should be encouraged to create curricular models which suit their own context
- School leaders can create environments where teachers want to learn.
- Teams of teachers working collectively towards a common purpose can have a more positive impact upon practice than any other strategy.
- Teachers are partners in the curriculum development process.
- Teachers might prefer more direction and instruction than is assumed.
- Local Authorities might not want to give up power to schools for curricular policy.
- Insufficient development time can be identified to enable change to take place.
- Head teachers might not be willing to take on responsibility