In previous chapters, policy and guidance has been considered, but in the context of other features and factors. In this chapter, policy and guidance will be the main focus, especially considering how past experience and evidence might support future practice and endeavour. It has been said that education and policy concerned with education has neither taken sufficient notice of the past nor taken sufficient focus on the future, but current reports suggest that the potential impact of digital technologies on education is shifting the focus. Policy in this chapter will be considered from a systemic perspective, but, having said that, policy may still arise from national, regional, local or school levels, or indeed a mixture of these where governance is devolved. Policy might be offered in the form of specific legal requirements created as a regulated curriculum, or it might be in the form of guidelines that support practice. Guidelines and guidance are often derived from policy statements, but conversely policy can be created from guidelines and guidance. In this context, and in this chapter and text, policy is considered as a generally documented source that lays down statements of aims and requirements that should be fulfilled, which might perhaps be of a statutory nature. Guidelines or guidance, on the other hand, are considered as a set of suggestions or recommendations that might not need to be fulfilled as a requirement but seek to support specific actions or practices.