ACfE Logic Model – Assumptions and Risks

Logic Model ACFE

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