ABSTRACT
In stating that it is promoting ‘practice into policy’ this series makes it clear that the dusty, dated and unused policy document sitting on the headteacher’s bookshelf is a thing of the past. It is essential that the design and technology policy reflects what is going on in classrooms. There will, however, always be some tension between what occurs in classrooms and the accuracy with which the policy reflects this. At the interface between the two we find the design and technology coordinator promoting children’s achievement in design and technology and informed by careful monitoring of that achievement. In fact it is the action plan devised by the coordinator which acts as the interface. The policy document should be responsive to changes and can be seen as a working document. As such it might be considered as being constantly under review.
