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2016-04-18T10:09:00Z

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	* What are your targets for resource provision?		* What are your targets for resource provision?

	=====Broad Guidelines for using D&T (The How)=====		=====Broad Guidelines for using D&T ''(The How)''=====

	* How will you achieve your aims ''(e.g. to cover the National Curriculum requirements)''?		* How will you achieve your aims ''(e.g. to cover the National Curriculum requirements)''?
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	* How will D&T work be assessed and recorded?		* How will D&T work be assessed and recorded?
	* How will each child’s progress in D&T be monitored?		* 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		* 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 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 you ensure the work context engages children and is relevant to their world outside school.

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A [https://en.wikipedia.org/wiki/Policy '''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''.

__TOC__

=====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
* 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?

[[Category:Policies]]

Secondary D&T Policy Framework - Revision history

DT Online at 10:09, 18 April 2016

DT Online: DT Online moved page Secondary DT Policy Framework to Secondary D&T Policy Framework without leaving a redirect: Author request

DT Online: Created article