Committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices.

Respecting the rights of all learners as outlined in the UNCRC.

Critically examining professional attitudes and beliefs and challenging assumptions and professional practice.

Demonstrating a commitment to motivating and inspiring learners, acknowledging their social and economic context, individuality and specific learning needs and taking into consideration barriers to learning.


Teachers should critically examine their assumptions and the assumptions of others by considering the following types of question.

  • Who are the learners at risk of discrimination and/or being overlooked resulting in barriers to participation and learning?
  • Which assumptions, expectations, values and beliefs contribute to the situation described in the question above?
  • To what extent are various assumptions, values and beliefs apparent in legislation, policies and practices at the international, national, local and school level?
  • To what extent do beliefs about teaching support or constrain inclusive practice?
  • To what extent are the voices of children, their parents, carers and families valued?
  • How does the drive to raise standards support or constrain the capacity of all learners?