CURRICULUM POLICY
STANDARD 1: THE QUALITY OF EDUCATION PROVIDED (CURRICULUM)
At The Moat School the curriculum offers learners the opportunity to access a broad and
balanced educational experience, designed to meet national, local and individual priorities.
The timetable has been specifically designed by our Leadership Team with the aim of
equipping pupils with the knowledge and skills necessary for living and working in today’s
rapidly changing society.
The Moat School’s priority is to develop Literacy, Numeracy and the use of ICT while still giving
pupils experience in linguistic, human and social, physical and aesthetic education. The
schedule broadly follows the mainstream National Curriculum with the exception of a Modern
Foreign Language. There are however additional and unique features to our provision
including a substantial programme of Enrichments offering creative, thematic, recreational
and intellectual opportunities to study in subjects not included in the usual KS3 and KS4
National Curriculum Programme and significant opportunities for small group mentoring and
therapeutic sessions.
Key Stage 3 (Years7, 8 and 9)
Subject Name
Weekly number of 60 minute lessons
Year 7
Year 8
Year 9
Art
1
1
1
Biology
1
1
1
Chemistry
1
1
1
Enrichment
3
4
4
English
4
4
4
Design Technology; FT
1
1
1
Design Technology; RMT
1
1
1
Geography
1
1
1
History
1
1
1
ICT
2
2
2
Mathematics
4
4
4
Performing Arts
1
1
1
Personal, Social, Health 1
1
1
Education
Physical Education
2
2
2
Physics
1
1
1
Religious Studies
1
1
1
Skills for Learning
3
3
3
Speech and Language
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1
0
0
Notes
Additional SaLT is
allocated on a
needs basis
GCSE Curriculum:
During Year 9, pupils choose subjects for their GCSE studies. This decision is made after a
GCSE Information Evening for pupils and parents. Optional subjects are then chosen, collated
and a unique timetable created based on the available configuration of pupils, teachers and
resources.
Pupils are expected to complete a minimum of 6 GCSE’s, including the 3 cores of English
Language, Mathematics and Science. Pupils may wish to take more than the 6 required and
that others may need a reduced timetable, many pupils take 8 or 9 subjects at present. Each
case is individually assessed in consultation with parents, pupils and staff.
Core subjects and Skills for Learning (Mentoring) sessions are scheduled in the morning when
pupils are most alert and receptive. Option subjects are timetabled into the middle or
afternoon sessions when personal interest levels tend to maintain motivation and create a
willingness to learn. Enrichments, as non-examined elements, are always the last compulsory
lesson of the day.
For more information on the range of subjects offered at GCSE level please refer to the table
below.
Key Stage 4 (Years 10 and 11)
Compulsory Elements in bold text
Subject Name
Art
BCS
Curriculum Enrichment
Additional Science
English
Food Technology
Geography
Graphics Products
History
Maths
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Number of 60 minute lessons
Year 10
Year 11
3
3
3
4
1
3
4
1
4
3
4
3
3
3
3
3
3
4
3
4
Notes
+1 linked
Enrichment for
Year 11 only
+1 linked
Enrichment for
Year 11 only
+1 linked
Enrichment for
Year 11 only
+1 linked
Enrichment for
Year 11 only
Media Studies
PSHE
Games
PE GCSE
Performing Arts
Single Science
Skills for Learning
Resistant Materials
3
1
2
3
3
4
2
3
3
1
2
3
3
4
2
3
+1 linked
Enrichment for
Year 11 only
Skills for Learning Sessions
Skills for Learning sessions are opportunities for very small group mentoring. Every pupil is
allocated a mentor on entry to the school, in addition to their tutor and LSA. They meet with
their mentor for an hour three times per week in KS3 and twice per week in KS4. The sessions
will focus on the pupil’s individual needs and specific learning objectives to closely monitor a
child’s progress and development. In KS3 the mentor will supervise structured and targeted
work with pupils.
Each mentoring session comprises specific and individualised literacy, language and numeracy
skills as well as additional social communication skill development as required. A mentor
aims to both move pupils forward in terms of their main areas of need while monitoring the
transference of those skills to other areas of the curriculum.
Functional Skills:
The Moat School uses an embedded model for the implementation of Functional Skills. As a
result, the teaching of key skills and preparation for examinations are taught in the ICT
curriculum area during the Enrichment programme. However, to ensure that pupils are
exposed regularly and fully to the key skills required by the Functional Skills qualification,
pupils will also practise the key skills during the broader curriculum. To ensure this, each
scheme of work devised by each department explicitly links activities to the Functional Skills
standards.
Curriculum Enrichment:
A wide ranging Curriculum Enrichment Programme operates in KS3 and KS4, the elements
change on a termly basis. These lessons take place during the last period of the day on four
days out of five. Enrichments encourage the development of knowledge, peer relationships
and interaction, as groups are formed across entire key stages.
The enrichment programme aims to:
•
draw from all subject areas
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•
•
•
•
•
encourage health and emotional well being
integrate academic content
promote literacy and numeracy skills
develop strong relationships between participants
provide opportunities for authentic decision making by participants – allowing
potential for pupil leadership in the activities.
enrich the curriculum and provide avenues for creativity
•
Each enrichment activity will include elements of:
•
•
•
•
•
•
•
•
creative thinking skills
team working
behaviour and social skills
taking responsibility
citizenship
decision-making
links to the real world
Problem solving
Additional Curriculum Elements:
In addition to the above, The Moat School also provides:

In the first year, pupils undertake specific ICT training in order to develop their skills
and make the use of their laptop more convenient. Pupils are taught touch-typing
using the CAZ programme, file management and applications such as Microsoft Office.
These continue to be reinforced throughout their school career.

Peripatetic lessons are also offered to all pupils and range from musical instrument
instruction to drama lessons. These lessons are privately funded by pupils and their
families.

Dramatic performances of various kinds occur each year at The Moat School. For
example, Year 9 performs a piece from Shakespeare each year which is also studied
in English Language GCSE. The Annual Christmas Gala provides performance
opportunities for KS3 pupils and assessed production responsibilities for KS4
Performing Arts pupils.

PSHE and Citizenship Education is timetabled for a single period for the whole school
at the same time to allow opportunities for vertical and year group activities. For more
information, refer to the PSHE and Citizenship Policy.
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
Trips both in and out of term time are used to support the curriculum and are
encouraged in all subject areas.

Careers advice and Work experience is an integral part of career planning and at The
Moat School, pupils from Year 10 must complete 2 weeks of Work Experience at the
end of the Summer Term. This experience links with Study Skills and Citizenship
Education programmes and is designed to provide opportunities for real life
experience. Pupils attend careers interviews and follow up advice sessions with local
Connexions advisors (this is currently under review in light of new government
guidelines and funding changes).
Curriculum Support:

Some GCSE subjects require after-hours tutoring and small group work. This is offered
on an individual needs basis and is negotiated between departments, pupils and their
families. The aim of these sessions is to provide opportunities for extended learning
or revision of core content.

1:1 Literacy and Numeracy support is provided for pupils identified as in need. This
support is offered by teaching staff on a needs basis and is co-ordinated by the SENCO.

The Moat School also provides Speech and Language, Occupational Therapy and
Counselling support. Many elements of this support are incorporated directly into
lessons through direct and continuous cooperation between therapists and teachers,
such as the ‘Brain Gym’ and ‘Alert’ programmes and individual movement breaks.
Specific support by therapists is allocated based on provisions required by pupils’
Statements and additional observation and testing.
Policy written 2008 by Senior Teacher; Revised June 2010; June 2012, November 2012,
January 2013, June 2014, October 2014.
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