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.

Assumptions

• 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.

Risks

• 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