This Term’s Curriculum
You can find specific information about the curriculum for each Year Group here:
Art & Design
The Art Department seeks to enable all pupils to realise their creative potential and gain an insight into their individual understanding and engagement with the world.
Art andDesign gives pupils the opportunity to respond creatively to their experiences and environment, to gain an understanding of other artists’ work and to express their ideas and feelings in a visual way. It also helps to build confidence and self-esteem.
Key Stage 3 Art and Design
Pupils can work in a wide range of media including paint, clay, printmaking ICT and 3D processes. They cover various topics which are often linked to other curriculum areas such as History, English and Science. Art topics may include Nature and Print, Art From Other Cultures, Colour and Expressionism, Self-image, Sculptural Techniques, Surrealism, Viewpoints and Cubism, Tone and Texture, Still Life, Lino-printing, Painting, Collage and Sculpture Linked to a Major Exhibition.
GCSE Art and Design
Pupils who choose Art as an option will follow the Edexcel GCSE course in Art and Design (unendorsed). They will produce a personal portfolio of work in two disciplines and this forms the controlled assessment part of the course. They will also make preparatory studies for the externally set theme which culminates in a 10-hour timed test to produce a final piece.
Themes for the personal portfolio may include Going Places, Natural Forms, Inside, Surfaces and Beginnings. At the end of the course pupils’ work is displayed in an exhibition in the Art Studio.
Art and Design ‘Moat Style’
The Art Department arranges visits for all year groups to permanent art galleries and current exhibitions. Popular venues include Tate Britain, Tate Modern, The National Gallery, The National Portrait Gallery, The Royal Academy of Arts, The Horniman Museum and Dulwich Picture Gallery. Pupils benefit from workshops in these venues as well as from speakers and artists visiting the school.
The Art Department believes in a curriculum that promotes diversity and independent thinking. Through understanding each pupil’s individual learning style, the department focuses on providing appropriate, engaging content and teaching methods conducive to the needs and interests of our learners. Throughout each stage of their artistic studies, pupils are introduced to stimulating lesson topics and processes, with opportunities to develop their own understanding, relationship and choice of expression in the modern world.
The Art Department recognises each pupil’s achievements and has developed a variety of ways to celebrate their success. The Moat School takes pride in showcasing works through internal exhibitions, entrance into local and national art competitions, and in galleries based in and around London. Learners are encouraged to discuss their achievements through group critiques, one-to-one tutorials and presentations of work. This process has provided a platform from which pupils can realise their achievements and set additional targets including further educational and personal success.
GCSE qualifications in business subjects encourage students to be challenged and follow a broad course of study. We aim to provide pupils with the skills involved in enterprise and address the key issues this entails, enabling them to have a clear understanding of how the world they live in works from a legal and business perspective. Pupils are given the opportunity to put their entrepreneurial skills to the test during enterprise day. They go head to head in an Apprentice style challenge as they attempt to set up their own business for the morning. We also aim to go on trips to places like Thorpe Park to allow the pupils to see how the business concepts they are learning work in reality.
Business Communications is a popular choice at GCSE and we use the Edexcel examination board. Currently the course consists of two examinations (75%), a multiple choice and written examination. There is also one piece of Controlled Assessment (25%).
There are a number of strategies used to help pupils access the curriculum. These strategies include;
- Use of laptops
- Kinaesthetic learning
- Focus on subject specific vocabulary and literacy
- Use of vocabulary books
- Differentiation of tasks and scaffolding
- Multimedia – including videos and interactive text books
- Over learning
- Peer support
Jobs Business can lead into:
- Marketing manager
- Public Relations
- Financial planning
- Product management
- Investment banking
Design Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life. The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and become innovators.
Design Technology subjects currently offered at The Moat School are Food Technology, Graphic Products, Resistant Materials Technology and BTEC Home Cooking Skills which are taught in dedicated specialist teaching rooms.
Why is Design Technology good for dyslexic pupils?
Design Technology lessons provide an excellent context for the application of numeracy and literacy:
- Numeracy for calculations
- Literacy for reading and listening to instructions and also for research and annotation during project work
The practical nature of Design Technology lessons, whether in the Resistant Materials Technology/Graphics workshop or in the Food Technology room, makes the learning experience for dyslexic students a multi-sensory one. Reinforcement of topics taught is provided with practical hands on experience.
English at the Moat School is a fun and vibrant subject that aims to provide our pupils with an enjoyable experience of language and literature. We provide lessons that engage pupils in a range of activities with a huge variety of contexts and modes of communication. We follow the national curriculum in Key Stage 3 and the WJEC board for GCSE. Over the years we have seen a steady increase in our success rate and we currently have over 57% of our pupils achieving a C or above at GCSE.
Our KS3 course is based around genres and we ensure that our pupils are well versed in the text types they will need to know when they get to GCSE. We believe our pupils need to be multi-literate. For this reason they will study literature including novels and poetry; non-fiction and media such as leaflets, biographies and reports; newer technologies such as email, blogs and websites; and, of course, spoken communication.
GCSE sees our pupils studying Shakespeare and poetry, different cultures’ prose, and 1st and 3rd person writing. These are completed as controlled assessment pieces and consist of 40% of their grade. Our pupils will also complete 2 external examinations; one reading paper and one writing paper. These make up 60% of their final grade. Speaking and listening is also assessed but will not contribute towards their grade.
The Moat English Teaching Strategies
The strategies used to teach English by The Moat School staff are varied and evolve with our pupils. These strategies may include:
- Creative play or design work to encourage risk taking
- Group, paired or shared reading to develop reading accuracy and fluency
- Shared construction of texts to model writing techniques
- Deconstruction of modelled texts to identify conventions
- Using writing frames to structure responses to topics
- Role play and drama techniques used to understand characters and themes
- Over learning to ensure thorough knowledge of topics
- Group work or working in teams to encourage lateral thinking
- Using stimulus for writing to develop creativity
- Incorporation of technology such as ICT, internet or apps
- Focus on spelling, grammar and punctuation using a variety of programmes including Alpha to Omega, Reading A-Z and key words
- Use of moving and still images to storyboard ideas for narratives
- Rapid Plus reading programme to develop reading and language skills
- Use of voice activated software to support the writing process
Many courses offered by colleges and sixth forms require English GCSE as part of their entry requirements. We understand the need to help every child succeed. We offer each pupil the opportunity to develop their skills in English in a secure and fun environment that caters to the individual needs of our pupils. A solid grounding in English will allow our pupils the opportunity to move on from The Moat School with confidence in their skills in reading, writing and speaking in a variety of forms.
The Moat School’s Enrichment Programme offers our pupils the opportunity to broaden their skills and aspirations through a variety of fun and engaging practical courses that enhance the curriculum and provide avenues for creativity and mastery.
Benefits of Our Enrichment Programme
Enrichment courses present specialist education and learning experiences in areas specifically related to students’ vocational aims. It can also help pupils explore interests they may not otherwise have considered, while exposing them to related fields that may be more aligned with their talents and interests. At The Moat School, we believe in providing direct experience to pupils wherever possible. Enrichment compliments the curriculum and fits with the character of the school.
The Moat School Enrichment courses are planned specifically to promote and develop problem solving and creative thinking skills, teamwork, behavioural and social skills, citizenship and decision-making skills. We hold an Enrichment Fair at the beginning of each term, where pupils choose 4 enrichments from the 12 different courses on offer.
A Comprehensive Range of Enrichment Courses
The parameters of our enrichment courses are expansive, from Lego Robotics to African Drumming. Those interested in drama have explored Set Design, Puppetry, Specialist Effects Make-up and our Improvisational Comedy Club. Those with technical interests have taken Stop-Frame Animation, IT Functional Skills, Model Making and Further Additional Science.
Outdoor physical enrichment courses have included Gardening, Orienteering, Rock-Climbing, and The Duke of Edinburgh Award. Other enrichment courses offered thus far are Travelling Without Moving- Cultural Exploration, Bread Making, Martial Arts, Chess Club, T-shirt Design and Debating. We consistently monitor popular and specialist interests to offer enrichment courses that are challenging, interesting and match the creative and educational aims of our student body.
Pupils spend 4 hours a week on their enrichments and celebrate their achievements with a presentation, showcase or performance at the end of the term.
Our Humanities Department enthusiastically delivers History, Geography and Religious Studies. We plan our lessons using visual, kinaesthetic and interactive teaching methods.
Our Humanities pupils are given plenty of individual support and assistance in lessons which are enriched by trips and activities for related topics such as Volcano Day or interactive History lessons in Fulham Palace. We are committed to inspiring our students to connect to the coursework through their own human experience and those of the individuals who have come before us.
For Geography, this includes the study of its human, physical and environmental elements. Future geographers include every field from eco-tourism advisor to social worker. In History we examine major events and developments throughout the world through lessons, projects and a variety of personal experiences.
Religious Studies examine and develops students’ understanding of the six principle religions, which include Buddhism, Christianity, Hinduism, Islam, Judasim and Sikhism. Throughout each of the Humanities Courses, practical strategies are incorporated to reduce mechanical challenges and maximise our students’ potential. Please find below a more detailed description of each subject as well as the ways in which we deliver them to the highest standard.
In a world which is becoming increasingly reliant on technology, it is essential that our pupils receive the necessary ICT (Information and Communications Technology) skills to have an equal opportunity in life after The Moat. Pupils learn a variety of skills in ICT including animation, game making, video editing, robotics and image manipulation. This allows our pupils to express themselves creatively and demonstrate their ability using industry standard software programs.
Components of the ICT Curriculum
The KS3 Curriculum also allows pupils to gain an ICT qualification. This qualification requires pupils to learn complex spreadsheet formulas, accessing and utilising information, referencing, email strategies and organisation and the creation of public documents, which are all skills required in and relevant to the job market.
At The Moat School ICT is not offered as a GCSE. As an alternative, Year 9 pupils at The Moat School sit a Functional Skills qualification. This provides them with the necessary skills required to operate in a working environment. Last year many pupils sat the Level 2 Functional Skills ICT qualification. Successful candidates gain½ of a GCSE.
ICT Teaching Strategies
There are a number of strategies used at The Moat School to help pupils access the curriculum. We provide the use of laptops and specialist software as well as paper based and interactive tutorials. We utilise overlearning and peer support (through both group and pair work). We teach through the differentiation of tasks and scaffolding while focusing on specific vocabulary and literacy.
At The Moat School, we provide teacher led demonstrations using specific software. We also largely encourage kinaesthetic learning techniques- which can have a far greater educational impact on students with SpLDs than lectures or other forms of traditional teaching methods. Using these approaches, we endeavour to cover a field that is constantly growing and changing.
A brief sampling of ICT related jobs include:
- Software Developer
- Computer Programmer
- Networks Engineer
- Security Specialist
- Web Developer
- System Designer
- ICT Consultant
- ICT Technician
The Maths curriculum is broadly divided into four subject areas, which are:
- Using and Applying Mathematics
- Number and Algebra
- Space, Shape and Measures
- Handling Data
Mathematics is taught in a succession of short topics, normally lasting about two weeks each. A topic such as ‘Angles’ would come under ‘Shape, Space and Measures’, and would be taught at a basic level in the Year 7, then revised and taken to a higher level in subsequent years.
The content of large topics, such as ‘Equations’ is split into subtopics and spread throughout the year. This spiral-structured course provides greater variety and mental stimuli for the pupils than spending long periods of time studying closely related ideas and processes. It also increases the opportunities for revision and reinforcement, which is particularly important for a dyslexic or dyscalculic child’s learning.
Assessments and Methods
Each pupils’ grasp of a topic is assessed by their contribution in class, their homework, and by short tests which occur at least once every half term. The ‘Using and Applying Maths’ part of the course is taught through investigative tasks-some of which are in the form of a practical problem, and some are numerical or algebraic ‘experiments’.
Methods and strategies for mental arithmetic are also taught and practised. Many dyslexic and dyscalculic children have had great difficulty learning formal methods of calculation (including memorisation of timetables), but excel at thinking laterally or breaking down a calculation into manageable components. This is often taught in short sessions at the beginning of lessons, but sometimes it is taught as a main topic.
Pupils in KS3 are taught within two or three ability groups per year level, with a maximum number of ten pupils in each. As far as possible, the groups will be following the same programme of study (in order to minimalise disruption in the event that a pupils needs to change groups). However, the more mathematically able group will be expected to take topics to a more advanced level.
Creating A Positive Experience With Maths
Many pupils that come to us have previously had negative experiences with Maths. At The Moat School, we do our best to make it a positive experience for all pupils. To achieve this we use:
- Lots of physical and /or visual material
- Real-life examples of how Maths is used.
One particular example is the Number Activity Session, in which all Year 7, 8 and 9 pupils come off timetable for a morning or afternoon session to take part in practical activities, all of which involve Maths. Some examples from the past are: groups competing to construct the tallest tower from paper, individual designing and painting of giant geometric murals, or taking part in a mental arithmetic ‘quiz show’ to try and win the Mathematics Trophy for their house.
Currently, the Year 10 and 11 pupils sit GCSE Maths at either Foundation or Higher Tier at the end of their 2 years of study. The examining body is Edexcel and the final examination consists of a calculator and non calculator paper. http://www.edexcel.com/quals/gcse/gcse10/maths/maths-a/Pages/default.aspx
Edexcel Mathematics Awards
Edexcel Mathematics Awards will be offered to GCSE pupils in both Year 10 and Year 11. The Edexcel Awards are small, stand-alone qualifications designed to help students develop proficiency three areas: Number and Measure, Statistics and Algebra and each area has 2 or 3 levels of external assessment. Roughly half the size of a GCSE, they fit in to our existing programme of delivery for mathematics and help pupils’ progress to GCSE or further study.http://www.edexcel.com/quals/maths-awards/Pages/default.aspx
Multisensory Strategies Used By The Mathematics Team
Some of the more ‘multisensory’ strategies used by the Mathematics Team include;
- Using cubes / building blocks (area, volume etc.)
- Using origami (shape, angles)
- Looking at maths in Art (tessellations etc.)
- Project work (CSI style investigation, crash testing using computer programme)
- Collecting own data for data handling
- Games – “fun-day Friday” where they play a numeracy linked game
- Mini whiteboards, multiplication squares, number grids, counting cubes etc (hands on resources)
Completion of GCSE Mathematics is important for pupils who seek to further their knowledge at A-Level or college courses. Mathematics is the backbone to many courses, such as Science, Design and Technology, Engineering, Computer Science, Health, Food Technology and Construction. Therefore we endeavour to ensure that all pupils finish with a grade that reflects their true capabilities.
Media Studies at the Moat School is an exciting subject that aims to educate pupils about the media in a dynamic and challenging way. It is offered as a GCSE course to pupils in Years 10 and 11 and we follow the OCR examination syllabus.
Media Studies: Controlled Assessment
The course consists of two pieces of controlled assessment and one exam. The first piece of controlled assessment involves pupils working individually to study two media texts in film, television, radio or print. Then they write a comparative essay which focuses on how certain characters are represented.
The second piece of controlled assessment can be done individually or as part of a group. It involves the pupils producing a short film, magazine cover, music video or radio show. For the exam, pupils will have to watch and analyse a film clip and write about the conventions of two television sitcoms they have studied.
Strategies Used To Teach Media Studies
The strategies used to teach Media Studies by Moat School staff are varied and evolve with our pupils. These strategies may include:
- Creative design work using ICT and more traditional methods
- Shared construction of texts to model writing techniques
- Deconstruction of modelled texts to identify conventions
- The use of writing frames to structure responses to topics
- Over learning to ensure thorough knowledge of topics
- Group work or working in teams to encourage lateral thinking
- Use of stimuli for writing to develop creativity
- The use of film and photo editing software such as Adobe Photoshop, Adobe Premiere and Windows Movie Maker
- The use of moving and still images to storyboard ideas for the creation of media texts
- The use of voice activated software to support the writing process
As well as offering a starting point for a career in media, Media Studies offers pupils the opportunity to learn transferable skills in ICT, comparative essay writing, content analysis, research, team work and presentation.
PE & Games
Key Stage 3 Physical Education
The Key Stage 3 Physical Education curriculum at The Moat School is designed to expose pupils to a wide range of sporting activities.
Physical Education at The Moat School plays an important role in our curriculum. A large proportion of pupils who have SpLDs excel in a non-academic setting. Physical Education at The Moat School represents three hours of each pupil’s timetable at Key Stage 3 level.
Due to the small year groups at The Moat School, Physical Education is delivered to pupils in Key Stage 3 as one group. This allows pupils to take part in team sports and to compete with pupils of similar ability levels.
The Structure of Physical Education Lessons
Physical Education lessons at The Moat School are structured and delivered alongside the Moat School’s on site occupational therapist. This allows our occupational therapist to work closely with pupils who have issues in this area.
In order to keep pupils engaged at Key Stage 3 Level, the curriculum changes on a yearly basis. Below are the sports which will be covered during this academic year (2015 – 2016):
- Autumn Term– Volleyball and Tag Rugby
- Spring Term– Swimming and Basketball
- Summer Term– Tennis, Cricket and Athletics
Each sport accounts for one-half of a teaching term. This allows students to gain an understanding of the basic rules of the sport as well as to build key skills.
Key Stage 4
Key Stage 4 Physical Education accounts for 3 hours of each pupil’s timetable. P Students are given a choice of the activity that they would like to take part in for that term.
During this year the sports which are on offer are:
- Autumn Term– Netball, Football or Rugby
- Spring Term– Football, Swimming or Hockey
- Summer Term– Tennis or Athletics
Sports are delivered with the help of qualified coaches as well as experienced members of staff. The occupational therapist helps to ensure that the syllabus benefits those who have issues with coordination and movement.
Physical Education at Key Stage 4 occupies three hours of the pupils’ timetable. This gives students an opportunity to develop their social skills and work outside of an academic environment while undertaking their GCSEs.
Pupils are able to choose Physical Education as a GCSE option in Year 10. The GCSE PE curriculum can be split into four areas:
- Four practical sports
- Personal exercise programme
- Analysis of performance
- Final examination
The practical sports, personal exercise programme and the analysis of performance make up the controlled assessment. This accounts for 60% of each pupil’s final grade. The remaining 40% is dependent on the final examination. The four practical sports that The Moat School offers are dependent on the capabilities of the cohort. This year’s Year 10 pupils will be focusing on:
- Fitness training (compulsory)
These are the sports pupils will learn at school. However, the Physical Education Department recognises that there must be a degree of flexibility here. For example, if a pupil already plays hockey to a high level outside of school then it would be remiss of us to insist that each student is graded on the sports they take that year.
Performing Arts at The Moat School brings Music and Drama together, with an emphasis on building confidence through performance.
Key Stage 3 Performing Arts
In Years 7, 8 and 9, pupils explore a range of creative opportunities. In Music, different styles are explored and performed, including Film Music, African Djembe, and Balinese Gamelan. Pupils work on instrumental skills in the practical sessions, as well as recording and producing using Music Technology skills.
In Drama, pupils explore communication and performance through mime, improvisation and a range of texts. They develop their work (using masks, costume and sound and lighting effects) into a live presentation or storyboarded film.
The Music and Drama work is brought together in a KS3 Showcase Performance each term, as well as the Moat School Christmas Gala in the Autumn Term, the GCSE Performing Arts Examination Performance in the Spring Term and the Year 9 Shakespeare Production in the Summer Term.
GCSE Performing Arts
The GCSE Performing Arts course is designed to give pupils the opportunity to study and realise a wide range of performance, design, technical and management skills in the performing arts industry. Pupils will choose to work in one or more of the following performing arts disciplines: Acting, Singing, Dance, Music, Music Technology, DJing, Lighting, Sound, Set Design, Costume Design, Props Design, Masks, Puppets, Make-up, Stage Management, Front of House, Marketing and Publicity.
The GCSE Performing Arts course is made up of 2 units. Unit 1 focuses on skills development using portfolio evidence and is worth 60% of the total grade. Unit 2 is an externally marked Showcase Performance, worth 40%.
Performing Arts ‘Moat Style’
Performing Arts lessons focus on The Moat School’s commitment to multi-sensory learning. Emphasis is placed on practical activities and performance, developing each pupil’s skills and confidence through working creatively, reflectively and spontaneously.
The Performing Arts Department’s SEN (Special Education Needs) trained full-time staff are Mr Potger and Miss Capewell. They are supported by a skilled group of specialist peripatetic teachers who offer individual lessons in a range of instruments including piano, guitar, bass, flute, drums and voice, as well as drama improvisation workshops.
The department also offers extra-curricular activities, such as Theatre Club and Improv Enrichments, and presentations and workshops by visiting professional artists.
Information Communication Technology plays an integral part in all areas of the performing arts at The Moat School. Pupils use a range of high-quality digital audio and video equipment for film-making and multi-track audio and MIDI (Musical Instrumental Digital Interface) recording. Many of the editing and tutorial applications can be accessed via the pupils’ own laptop computers, so that projects may be individually tailored and assessed.
The GCSE Performing Arts qualification is an appropriate foundation for progression in Performing Arts, Theatre Studies and generic subjects such as Dance, Drama and Music. It also provides a foundation for design work in set, costume and props and technical elements such as lighting and sound. The course also provides a worthwhile introduction to a wide range of personal and organisational skills, which are highly relevant in the workplace.
Performing Arts forms an invaluable part of the Moat School’s strategy for developing pupils’ communication skills, reasoning, literacy and self-confidence. It’s also great fun!
We take pride in our Science Department and endeavour to spark enthusiasm and curiosity throughout the curriculum. We have an established history of helping pupils to achieve their best grades.
The Science Department constantly strives to find new ways of making the material accessible and memorable. The lessons are designed to be multisensory and varied. Particular emphasis is placed on any unfamiliar vocabulary and we regularly review key information.
Individualised Teaching Strategies
The Science Department has a tradition of creating and adapting tailor made resources to suit the specific needs of each class. This enables us to differentiate our resources in order to extend the knowledge of classes with higher ability while providing support and challenge for classes with lower ability.
At The Moat School, we make our own notes, worksheets, audio recordings and PowerPoint animations. Our scheme of work is consistently being enriched to include school trips, investigative projects and guest speakers that complement the science curriculum.
We believe a science education should extend beyond examinations. We aim to provide a good grounding in science that will be useful in everyday life. In addition, we aim to develop key skills that are transferable across the curriculum including team work, debating ethics, assessing reliability, graph skills, internet research skills and the use of PowerPoint.
The Key Stage 3 Science programme is taught in form groups rather than streamed classes, which include Biology, Chemistry and Physics. Pupils study each form group for one hour per week, and the programme is designed to be completed in approximately 6 weeks.
The Science GCSE programme is taught at different paces depending on each student’s ability level. Some pupils study the Science GCSE in one year and other benefit from studying it over two years. Grades are based on the 3 subjects units (Biology, Chemistry and Physics) and the controlled assessment.
Additional Science GCSE
The Additional Science GCSE is available for students who have completed the Science GCSE in Year 10. This is a fast paced course for those interested in science related careers or higher education courses.
PSHE (Personal, Social and Health Education) and citizenship emphasises the holistic development of our pupils and encourages them to become healthy, independent and responsible members of society.
Aspects of PSHE
We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. This builds confidence and their sense of self-worth. We teach pupils how society is organised and governed while ensuring that they experience the process of democracy through the school council. At The Moat School, we teach our students about rights and responsibilities, and they learn to appreciate what it means to be a positive member of modern society.
The aims of PSHE are to enable pupils to:
- Know and understand what constitutes a healthy lifestyle
- Be aware of safety issues
- Understand good relationships with others, including sex & relationship education
- Have respect for other individuals and different cultures, faiths and beliefs
- Be independent and responsible members of the school community
- Be positive and active members of a democratic society
- Develop self-confidence and self-esteem, while making informed choices regarding personal and social issues
- Develop good relationships with other members of the school and the wider community
- Accept responsibility for behaviour and distinguish right from wrong including respect for the civil and criminal law
Teaching and Learning Style
PSHE classes are timetabled for the whole school at the same time in order to offer pupils the opportunity to be grouped in mixed age or single sex groups and to hear visiting speakers either as a whole school or in Key Stages. We use a range of teaching and learning styles.
Examples of our teaching strategies include:
- Dissemination of information
- Mind mapping
- Use of stimulus material– videos and hypothetical scenarios
- Role play
To allow pupils KS4 to continue with their Religious Studies, term lessons are integrated into the PSHE scheme of work and delivered during PSHE.
At the Moat School, we prepare our pupils for a wealth of opportunities, responsibilities and experiences. Careers education and guidance is an essential part of this process and we ensure that our learners get access to a sophisticated programme of careers education lessons. This includes careers fairs and dynamic outside speakers who discuss their careers pathway and progression.
Further, an LEA representative for SEN attends annual reviews at the end of KS3 and in Y11. This helps pupils transition from KS3 to KS4 and from KS4 to Post 16. The SEN advisor is available to provide additional guidance if necessary.
We are keen for our pupils to move into a Post-16 course/apprenticeship that accommodates their skills, interests, personality, and values. Pupils are encouraged to consider what is important to them and to increase their self-awareness through the Careers Education Programme. This programme enables pupils to develop their personal insight and knowledge, and to develop career planning which includes management skills.
Pupils have the opportunity to speak with staff for support and guidance at any time including key decision points in their academic career. They can talk about their ideas for the future, explore the range of options after they leave school, and create a plan to achieve their end goals. Students can expect advice and direction that is personalised, comprehensive and impartial.
Work experience is an integral part of career planning. At The Moat School, pupils from Year 10 must complete 2 weeks of work experience at the end of the Summer Term. This experience integrates the material from Study Skills and Citizenship Education Programmes; it is designed to provide opportunities for real life experience. Whenever possible, pupils attend careers fairs and outside speakers are invited to come in and talk to the pupils about their careers pathway and progression.
To support careers activities, we use the websites listed below. They give a useful insight into jobs, industry sectors and the work environment.
General Careers Websites/Information
www.apprenticeships.org.uk : government portal to apprenticeships that is packed with apprenticeship opportunities and information, advice and guidance.
www.notgoingtouni.co.uk : provides excellent information covering alternatives to university.
AllAboutSchoolLeavers.co.uk : website with jobs and careers information which is dedicated to educating young people about school leaver programmes, apprenticeships and other alternatives to university.
http://www.allaboutcareers.com/ : helpful for Sixth Form.
http://www.bestcourse4me.com : provides real information on career opportunities, salary trends, comparisons of graduate and non-graduate salary expectations, where to study and what course to choose.
www.careersbox.co.uk: provides careers films on a range of topics and areas.
Duke of Edinburgh
The Duke of Edinburgh Bronze Award is open to all Y10 pupils at The Moat School.
This is a nationally recognised award for young people recognising endeavour, challenge and social responsibility.
The Aim of the Duke of Edinburgh Award is to get young people involved in an enjoyable, challenging and rewarding programme of personal development. Among the many benefits of the award are self-belief, independence, time management, problem-solving skills, leadership skills and team-work skills. This awards links closely to the underlying ethos of the school, supporting the emotional wellbeing of our pupils and promoting self-reliance and confidence.
How it works:
|Physical Recreation||3 or 6 months (after school)|
|Skill||3 or 6 months (after school)|
|Volunteering||3 or 6 months (after school)|
|Expedition||Weekly training (Enrichment)1 x practice Hike (Friday/Saturday in Spring term)1 x assessed Hike (Friday/Saturday in Summer term)|
The two expeditions are organised by the staff of The Moat School. To help pupils complete the other sections of the award, staff volunteer to run clubs after school which pupils are able to sign up for if they so wish.
During the expeditions, participants are required to carry all their own equipment, including tent, cooker, food and will be engaged in walking for a minimum of five hours each day of the expedition.
For more information please visit www.dofe.org or contact Charlie Pinel (DofE Coordinator) at The Moat School.
What is SMSC?
SMSC is an acronym for spiritual, moral, social and cultural. SMSC is mandatory for schools in England and allows them to demonstrate that they are actively promoting British values. At The Moat School we support a holistic education of each student and attempt to contribute towards the development of these key four areas.
At The Moat School we explore the beliefs and experience of others while identifying and respecting the values of individuals and groups. We support and encourage self-discovery, creativity, reflection and imagination.
The Moat School’s ethos and teaching helps pupils to understand differing views of what is ‘right’ and ‘wrong’, while supporting the rule of English and criminal law. Some of our goals include helping students to respect the civil and criminal law, distinguish between right and wrong, approach ethical and moral issues and to present balanced views.
The Moat School uses social skills in different contexts. We emphasise the importance of working well with others, teach the ability to resolve conflicts and attempt to understand how communities work effectively together.
The Moat School encourages and promotes the respect of one’s own culture and the culture of others. We study cultural influences, embark on cultural opportunities and seek to understand, accept and respect the diversity of others.
A Holistic SMSC Approach
The Moat School takes a coherent whole school approach, including curriculum subjects, school life and other activities. This can take shape in the form of teamwork during Games, learning about planned product obsolescence in Design Technology, studying the effects of climate change in Geography, fund raising, a school lunch menu with dishes from a specific country, residential trips in the UK and overseas, educational day trips, school council elections, form groups regularly presenting a gathering (school assembly) to the whole school, and drama productions.
Our approach is evident in our prefects selling poppies during November, competitions, a house system (Bishop House and Palace House), themed days, guest speakers, and the Duke of Edinburgh’s Bronze Award, to name just a few other examples. We will continue to promote the very best social, moral, spiritual and cultural development in our students through a quality SMSC curriculum.