Scholarship and Published Work


Assessing The Constructive Alignment Of Curriculum Provision Using Quantitative Data (Drafting)

Predicting Students Summative Grades using Quantitative Lesson Feedback (Submitted)

A Frequency Analysis of the Zodiac Killer’s Written Materials (Drafting)

The Identification of Attack Vectors Through A Systematic Analysis of the Zodiac Killer’s Cyphers  (Ongoing)


A Practical Guide To Inclusion: A Manual For Implementation and Delivery (2011) ISBN: 978-1456583651

Technical Reports and Working Documents

Stoke on Trent High School Websites and Statutory Governors Information (2016) DOI: 10.13140/RG.2.1.1841.7682

Technical Blog: Social Networking, A Missed Opportunity? (2015) DOI: 10.13140/RG.2.1.3346.5763

Blogs and Insight Documents

Visualising Learning: Differentiation and Scaffolding (2016)

Visualising Learning: Through Lesson Planning (2016)

Visualising Intervention: Pre & Post Assessment (2015)

Visualising Intervention: Intervention Credits (2015) DOI: 10.13140/RG.2.1.4917.3607

Visualising Intervention: Action Plans (2015) DOI: 10.13140/RG.2.1.3051.6327

Visualising Intervention: Educational Transition (2015) DOI: 10.13140/RG.2.1.5148.7840

Enquiry Based Learning: A Proposed Framework (2011) DOI: 10.13140/RG.2.1.4410.2565

A Teachers Guide To Computer Science

About the book

The original purpose of this book was a wire frame for a computer science text book which I intend to write.  However, whilst working as a supply teacher I realised that I needed a quick reference tool which would present the key facts about different components of computer science without having to edit or copy and paste between different documents.  To that end this book is structured to allow quick access to key components of computer science and the core facts are presented in bullet points, allowing Amazon/ Google book to double as presentational software.  This approach also ensures that I can access this book from behind the firewall of the school (see index).

About the author

The author (Dan) has spent many years working within the computer technology and education sectors.  Dan has studied at Manchester Metropolitan University, Staffordshire University, Liverpool University and the Open University cover subjects like Computing, Business, Risk Management, Sport Science, Psychology and Education.  He also holds joint copyright for his work on predicting the completeness of film manuscripts along with other authorships.

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FrontCoverOnly- 30th March 2015

Enquiry Based Learning – A Proposed Framework 2011


This article is based on a presentation to Mr N Hackett (SLT, Learning and Behaviour) and the Enquiry Based Learning (EBL) steering committee at Birches Head High School in support of their creation and implementation of a new EBL curriculum.  The purpose of the presentation was to establish a baseline model which the committee tweaked to reflect the schools needs during the transition to student-centred learning.

Based rules

  • Learning takes place in two ways, inductively and deductively
    • Inductively (we define as insight through accessing media (reading and listening))
    • Deductively (we define as insight through experimentation (testing and data gathering))
  • We aim for EBL to be mainly a deductive process
    • We recognise that EBL in real-terms will be a scaled blend of both
      • Subjects like RE and History will offer a greater inductive focus
      • STEM subjects will offer a greater deductive focus

Learning through discovery requires:

  • Acceptance of failure (intrinsically and extrinsically)
  • A planning process
  • A testing process
  • A review process

Key Assumption

When I drafted this model I made some assumptions:

  • There must be a physical product at the end of the enquiry (student achievement)
  • Level assessment is based on the physical product
  • Not all learners are ready for enquiry based learning (differentiation)
    • Some learners will feel unsupported
    • Some learners will believe that learning is a transfer of knowledge and skills
  • Enquiry can be of any length
  • Learning falls below the non-observable line
  • Demonstration of learning is above the non-observable line




The Big Question

Central to enquiry based learning is the big question.  The big question tells the learner what they need to investigate (discover).

Based on the big question the learners create a list of key questions which form the basis of the enquiry. By finding the answers to all these questions, the learner will answer the big question.  A example of differentiation would be to provide a list of ten key questions and ask the learner to pick five.  To help the students to structure their thinking I propose the following framework.

Question One) This is my question
What do I knowI know….
What don’t I knowI don’t know….
What am I looking forI need to know ….
Where will I find the answerWikipedia, Google, Youtube

The Learning Process

Key concerns:

  • How and what do we assess during this stage of confusion and discovery
  • Is it possible to assess attainment level at this stage
  • How will the student and the teacher measure attainment
  • Reviews of success and/ or attainment progress
    • Action plans
    • Journals
    • Diaries
    • Blogs
    • Tick sheets
  • Curriculum or Assessing Pupils Progress (APP) … i.e.
3 Communicating informationEvidence
Recognise common layouts  and how these help the intended audienceMost of the webpages which I have investigated use the three box layout, some used the four box layout.
Use and explain why you have used the right layout on your productsee ‘web_layout.doc’ in my EBL folder (Jan 2011)

    • Small group review and focus groups
    • Application and assessment of SEALs (Social, Emotional and Learning Skills)
    • Application and assessment of PLTs (Personal, Learning Thinking Skills)

 Measure Attainment – Approach and Needs

  • What approach(es) wll we use
    • Student centred (Independent)
    • Teacher centred (Controlled)
  • Do we need to teach the students to understand and use these approaches
  • Do we need to teach the teachers to understand and use these approaches
  • EBL is about students questioning and controlling their own learning
  • Who will determine success and/ or the success criteria

Preparing for Enquiry Based Learning

Formal & Informal Teaching

  • Whole class
  • Small groups
  • Skill/ knowledge workshops
  • Curriculum workshops (steer learning/ achieve NC)
  • Individual coaching
  • Student leaders (pass on knowledge and skills)

Anticipated Needs

  • Planning (Before Project)
    • Anticipate what information the learners will need (web links, videos, books etc…)
    • Create a list of keywords
  • Real time needs (During the project)
    • Based on feedback from the learning process provide intervention (knowledge and or skills)
    • Link to assessment targets (NC, SEAL etc..)
Enquiry Based Learning - A Proposed Framework 2011
Enquiry Based Learning – A Proposed Framework 2011


Download Planning Document – Sample


A Practical Guide To Inclusion: A Manual For Implementation and Delivery

This book started life as a department review of frontline working practices. We wanted to capture good practice which we could ensure continued as we developed our intervention program. To that end this book is written for those people who implement and manage intervention within school. It provides practical advice and examples which cover all elements of intervention from its structure and organisation within the school, the day-to-day working practices of the frontline workers, to the tracking and monitoring of students and proving intervention impact.

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Front Cover