Secondary D&T Policy Framework

A Policy may be described as a set of guidelines that provide a framework for achieving a purpose or goal. Policies should relate to school and subject Improvement Plans. Policies for Design and Technology (D&T) should take into account Whole School Policies where appropriate. They should specify, in general terms, the shared understanding of how children’s educational experience may be enhanced by D&T, its purpose, and how these aims will be achieved as an entitlement for all pupils. Policies should guide everything which goes on in the school involving D&T.

What follows are some of the questions which may be asked to assist in the formulation of a Whole School Policy for Design and Technology. A Policy can only be produced by engaging those affected by it in a process of asking such questions and agreeing on resulting strategies - they cannot be obtained off the shelf.

Producing a Policy

To begin the process of writing a policy for D&T, consideration should be given to the following:
Will designated members of staff take the lead for different aspects of D&T (e.g. focus areas)?
Who should be involved in the writing of the policy?
How will the policy be agreed by the whole department staff?
How will the D&T budget be established and allocated?
How will policy implementation be monitored?
How often will the policy be reviewed?
Policies should be short, written in simple language and represent the consensus view of all staff affected by them. Evaluation and review should take place on a regular basis. A useful structure is to regard policy writing as the process on asking Why, What and How in relation to D&T implementation. Some examples of the questions which might be addressed follow:

The Rationale or Vision for D&T (The Why)

What’s D&T for?
Why do you think it is important to involve D&T in the curriculum for all children?
What will children gain?
What is the unique contribution D&T makes?
Do you wish to make some statement with regard to your view of its relevance to children growing up in a technological society and being entitled to become active participants within it if they choose?

The Purposes of D&T education (The What)

What is your shared purpose in teaching D&T - the general aims that unite the whole department
What uniquely will the pupils gain from D&T - especially particular groups of pupils (e.g. those with learning difficulties, low self esteem perhaps)
What will each child experience as a minimum entitlement (e.g. the commonalities between focus areas)?
What will be the contribution of each focus area to a child’s general D&T entitlement?
What will be the gain for teaching and learning in general (e.g. thinking skills; problem solving; greater independence in learning; more collaboration)?
What use will be made of links outside school? (e.g. feeder primary schools, local industry, colleges and universities) ?
What will be your criteria for success?
What are your targets for resource provision?

Broad Guidelines for using D&T (The How)

How will you achieve your aims (e.g. to cover the National Curriculum requirements)?
How much table time is given over D&T and how organised?
How will ICT use be structured into all teaching (e.g. will lesson planning pro-formas include an ICT prompt)?
How will you ensure equality of opportunity?
How will D&T work be differentiated?
How will you ensure SEN and gifted pupils can take full advantage of D&T?
How will D&T work be assessed and recorded?
How will each child’s progress in D&T be monitored?
How will you ensure continuity and progression – what are the links with local primary schools, local industry, colleges and universities?
How much value will be placed on celebrating achievement in D&T through display for example?
How will you ensure the work context engages children and is relevant to their world outside school.
How will D&T resources be procured, deployed and maintained?
How will D&T resources be maintained and what programme for upgrading exists?
How will you ensure adequate training for all staff?
Will you need also to train parents and other helpers - to work with children both at home and at school?

Evaluation and Review

When will the effectiveness of the policy be discussed?
When will the policy be reviewed?
How will policy implementation be monitored and by whom?