Senior Management Team

Headteacher Mr M Moorhouse
Deputy Head Mr P Russell
Deputy Head Dr M Sherratt
Assistant Head Mr C Jennings
Assistant Head Mr J Glennie
Assistant Head Mrs S Doherty
Assistant Head (Assoc) Mrs K Neville
Improvement Lead Mrs V Ryan

Families & Tutors



Head of Family

Mr J Glennie

Second in Family

Mrs J Brown

  • Beech 1 Mrs A Clegg
  • Beech 2 Mrs C Crichton - Allen
  • Beech 3 Mrs C Leach - Rogers
  • Beech 4 Mrs J Meredith
  • Beech 5 Mr M Bhikha
  • Beech 6 Mr J Leeming
  • Beech 7 Mrs T Moser
  • Beech 8 Miss J Dennen


Head of Family

Mr S Hinchliffe

Second in Family

Miss K Kelly

  • Lime 1 Miss R Brame
  • Lime 2 Mrs H Sadia
  • Lime 3 Mr R Sharkey
  • Lime 4 Mr T Salter
  • Lime 5 Mr J Lawton
  • Lime 6 Mrs J Miller
  • Lime 7 Miss A Gocoul
  • Lime 8 Miss Z Sahir-Ahmed


Head of Family

Mr P Clough

Second in Family

Miss R Brown

  • Maple 1 Mrs L Brannagan
  • Maple 2 Mr I Ashraf
  • Maple 3 Mrs D Leonard
  • Maple 4 Mrs J Emanuel - Smith
  • Maple 5 Mr J Caunce
  • Maple 6 Mr R Hussain
  • Maple 7 Miss B Clitheroe
  • Maple 8 Mrs M Vasey


Head of Family

Mrs A Chadwick

Second in Family

Miss D Parkinson

  • Oak 1 Miss R Crompton
  • Oak 2 Mr S Dainty
  • Oak 3 Mr W Kerr
  • Oak 4 Miss A Kurpas
  • Oak 5 Mr R Fernandez
  • Oak 6 Miss A White
  • Oak 7 Miss R Grant
  • Oak 8 Miss R Salathiel


  • Overview

  • Staff Members

  • Curriculum

The English department at Matthew Moss is a lively and dynamic place to learn about English Literature and English Language.  Our experienced team of teachers enthusiastically communicates a love of the subject.

The English department’s aim is to make English an enjoyable learning experience. Through exploring a vast selection of genres of literature, we strive to encourage a life-long love of reading and to harness, nurture and develop the writing skills needed to be successful in life and gain relevant qualifications in English.

The department is excited about using a refreshingly different language programme named Breakthrough to Learning. Learners will experience a new and challenging method of learning about the English language; this will equip them with the vital language skills fundamental to their future success.

J Miller

Head Of English

About Mrs Miller

English has always been Mrs Miller’s passion – reading first: Sunday afternoons, curled up, reading Enid Blyton’s Famous Five – wishing she had a dog called Timmy. Later writing attracted Mrs Miller as language fascinates her and she loves how the way we express ourselves can be precisely refined so that it is possible to write exactly what we mean. The sense of satisfaction after Mrs Miller has struggled to find a word or changed the order of words in the sentence until finally it’s just right, she finds immense!

Mrs Miller studied English Literature at Salford University and qualified as a teacher via the PGCE route. Teaching English is her dream job and she still loves to read. Thomas Hardy is one of Mrs Miller’s favourite authors and she was first introduced to his novels for her ‘O’ level text. She prefers the classics to modern literature really and her favourite novel is Emily Bronte’s Wuthering Heights, particularly the part where Heathcliff declares his destructive love for Cathy: “Be with me always - take any form - drive me mad! Only do not leave me in this abyss, where I cannot find you! Oh, God! It is unutterable! I cannot live without my life! I cannot live without my soul!” – Mrs Miller finds glorious!

Being there at the moment a learner discovers this same pleasure for reading or writing that she feels is a privilege and, for Mrs Miller, unbeatable.

The English faculty, at Matthew Moss, is a lively and dynamic place to learn about English Literature and the English Language.  The faculty comprises of an experienced team of teachers who enthusiastically promote their love of learning about this interesting subject and the English faculty’s aim is to make English an enjoyable learning experience. Through exploring a vast selection of topics and genres of literature, we strive to encourage a life-long love of reading and to harness, nurture and develop the necessary skills needed to be successful in communicating effectively throughout life, and gain important qualifications in English.

In Key Stage 3, learning centres around embedding and developing confident writing, reading and speaking and listening skills and over the course of the year, learners study language through literature across history. There is the opportunity to experience contemporary fiction and classic texts; understand the features of non-fiction writing; learn about the impact of historical context and study authors; develop creative writing skills and perform. Personalised feedback allows learners to make progress and equips learners to attain highly. In Key Stage 4, learners are ready to embark on the new GCSE Curriculum and by the end of Year 11, learners achieve two separate GCSE qualifications in English Language and English Literature. 


  • Overview

  • Staff Members

  • Curriculum

In Humanities we focus on developing successful, independent learners through an emphasis on fostering research skills, learning skills and attributes, for example the ELLI dimensions.  The study of Humanities should allow learners to improve their ability to find, organise and communicate their knowledge and understanding of the world around them. We believe this will prepare learners for their future lives.  The faculty is made up of five specialist teachers from across the Humanities, including Geography, History and Religious Education.

We feel the opportunity to learn outside the classroom has many benefits and we enjoy the various trips we take learners on at Key Stage 3 and 4.  For example, our year 8 Explore Camp; our Year 10 residential trip to London and the Year 11 trips to Malham in the Yorkshire Dales and Ypres in Belgium.  We also arrange, when possible, to get outside experts into school to work alongside our learners.

C Leach-Rogers

Second in Humanities

About Miss Leach-Rogers

Miss Leach-Rogers started Matthew Moss High School in 2014. She is part of the Humanities Department and has a real passion for her subject - History. Miss Leach-Rogers studied History at Leeds University before completing her teacher training in Manchester. Originally from Nottingham, Miss Leach-Rogers has a real passion for social history, especially the study of ordinary people and how they have shaped society.

In her spare time Miss Leach-Rogers enjoys watching football, travelling and film. She likes to go to Old Trafford as much as possible, however, admittedly this experience is becoming less fun in recent times. Each summer Miss Leach-Rogers likes to travel, last year she travelled from Amsterdam to Istanbul by train, stopping off at many interesting cities on her way. Miss Leach-Rogers especially enjoys historical films, the most recent of which was a Polish film entitled 'In Darkness', a true story about a Jewish community that hid in the sewers during the Holocaust.

Miss Leach-Rogers hopes to inspire young people to develop a true passion for History, just as her history teacher did when she was at school.

At Key Stage 3 learners follow an integrated approach to Humanities that covers themes from across the Humanities including Geography, History and Religious Education.

We believe learning should be a real and relevant experience for individuals and we use a mixture of Project Based Learning and Enquiry Based Learning as a method to embrace this.  In Humanities we are constantly reflecting on our practice and seeking ways to involve learners in the planning and delivery of their learning through co-construction and student voice.  We also collaborate with other faculties on projects, for example, in year 7 we work alongside CPA in delivering a Culture Vulture project and in year 8 we are developing an Exploration project with PE based on the Adventure Learning Schools approach.  We have also run a number of successful Faculty Learning Days with MFL on themes covering human rights and learners’ futures and aspirations.  

At Key Stage 4 learners can choose one of the three subjects to continue to study at GCSE.  We offer Edexcel Geography, OCR History and AQA Religious Education courses. Please click on the links below for further details.

Edexcel B Geography

AQA History B 

AQA Religious Education

Learning Mentors

  • Overview

  • Staff Members

As part of the school’s approach to ensuring that every child really does matter there are three Learning Mentors at Matthew Moss High School: Mrs Hoyle, Mrs Smedley and Mrs Darnbrough.

The Learning Mentors at Matthew Moss are successful at reducing and, more often than not, removing barriers that prevent students from learning. These barriers include poor organisational skills, difficulties with homework or coursework, emotional issues as well as academic difficulties.

Breakfast Club is run each morning and welcomes students to school, aiding punctuality and ensuring prompt attendance at school.

The Learning Mentors work closely with the Education Welfare Officer and the school nurse as well as many other outside agencies, depending on the needs of the student.

The Learning Mentors work with all faculties in the school and with Family teams, to enhance the learning experiences of their target students. On occasions they will work with students on an individual basis or in small groups. They also talk to teachers to help them meet the particular needs of the students.

Much time is spent by the mentors in liaison with our primary school partners prior to students transferring to Matthew Moss; this ensures that moving from their Primary School is as smooth and trouble free as possible for parents and children alike.

Examples of additional involvement in the school’s successes are:

  • co-ordinating and training a group of students in Yr9 and 10 who are Peer Mentors. These students support their peers in school and work with the primary schools during transition.
  • facilitating a number of "Surviving Your Teenager" courses over the last couple of years, to help parents deal with teenage issues and offer advice on helping their children successfully develop into mature adults able to make positive contributions to society.

D Darnbrough

Learning Mentor

About Mrs Darnbrough

Mrs Darnbrough is a senior Learning Mentor and has mentored for the last ten years at Matthew Moss; before this she was a Teaching Assistant at Matthew Moss and other Rochdale schools. Her role is to help remove barriers to learning and act as an advocate for the learners. She has studied for the N.N.E.B and worked with pre-school and early years children.  Mrs Darnbrough lived in Canada for two years and worked as a nanny. She also worked in Menorca and the Costa del Sol as a children’s holiday rep for Thomson holidays.

Matthew Moss has supported Mrs Darnbrough to continue with her studies and she has a Diploma in Behaviour in Children and Young People and a diploma in Mentoring.  If learners or parents are looking for support with or information about social and emotional issues that affect young learners, then Mrs Darnrough is a good member of staff to approach.

Learning Support

  • Overview

  • Staff Members

Learning Support Department

The Learning Support Department at Matthew Moss High School has responsibility for ensuring that learners with Special Educational Needs, English as an Additional Language or those with emotional, social and behavioural difficulties are achieving in their learning.  We are proud of the successes we have had and continue to have with these groups of learners.












 Special Educational Needs

Children with special educational needs have access to a broad, balanced and inclusive curriculum. In order to help them develop as successful learners, they may receive additional staff support in lessons and may also be withdrawn to work in a small, specialist group. Learners have access to a range of programmes which are designed to develop numeracy and literacy skills. More complex needs are met through delivery of individual programmes created to particular specifications.  One example of this is the Social Use of Language Programme (SULP) which is an initiative that has been proven to develop social interaction, language and communication skills, particularly in learners on the autistic spectrum.

Local Offer

Information about what services are available to young people in Rochdale with a disability or special educational need are available on the Rochdale Borough Council website through the local offer which can be found by following this link: 


Rochdale’s secondary Hearing Impaired Resource Base is situated at Matthew Moss High School.  The base is designed to support hearing impaired learners in the mainstream.  Sign supported English is used in lessons so as to allow students to be included and access the learning.  The base is staffed by one teacher of hearing impaired students and five teaching assistants. 


Visually impaired learners are able to access the curriculum through modification of resources and support in mainstream lessons.  For all of our VI learners, full inclusion in the mainstream is made possible by these adjustments as well as the use of specialist equipment and assistive technology.  The use of ICT equipment also enables full inclusion.  Support from Rochdale Additional Needs Service is available from specialist VI teachers and TAs.


We have recently begun the process of becoming an accredited dyslexia-friendly school with the charity Dyslexia Action.  This is something which has been proven to have a positive impact on the learning of all pupils, not only those with dyslexia. In order to identify dyslexic tendencies, all learners are given reading and spelling tests in years 7, 8 and 9. Those who have below average scores are then screened for dyslexia using dyslexia screening software.  This identifies any discrepancies between general cognitive abilities and levels of literacy.  A suitable programme of intervention can then be offered where it is required.


Teachers at Matthew Moss High School are experienced in working with learners diagnosed as having Autistic Spectrum Disorder and those with social interaction and communication difficulties.  Input from the school’s Educational Psychologist and specialist teacher of learners with ASD have also enabled us to have a good record of success with these learners, enabling them to achieve and thrive in mainstream education.  The introduction of SULP, lego therapy and Mindfulness programs have also allowed us to continue to build on our successes in this area.   

Learning Mentors

Our three Learning Mentors work with learners who are experiencing personal or social difficulties which might get in the way of their success in school.  They offer a breakfast club every day to all learners.  They also provide counselling and advice to students, emotional support and a range of programs of intervention to allow all learners to develop their self-confidence and reach their academic potential.

Wheelchair Access

Following major renovations to the school building, wheelchair access to the school building has been made possible. There is disabled access to a number of entrances, wider corridors and a lift to all floors.  A disabled toilet is located on each of the four floors and green help points placed around the school for use in an emergency.


Learners with English as an Additional Language are supported in the mainstream where they are immersed in the language.  At key stage 3, learners attend some intervention lessons each week when they first start learning English to allow them to decode phonics in English.  At key stage 4, some learners require pre-teaching and post-teaching of subject-specific and academic language in order to enable them to access the curriculum. This is provided by both an EAL specialist teacher and EAL teaching assistants. 


F Clay

Head of SEN

About Mrs Clay

Mrs Clay is the Head of Learning Support at Matthew Moss High School and started working here as a French teacher in February 2009.  She studied French and Psychology at Lancaster University and became a French teacher in 2003.  She completed the National SENCO Award in May 2013, a qualification linked to her role in the Learning Support Department. 

Mrs Clay is interested in how we learn language, both our own first language and foreign languages.  She enjoys reading non-fiction books, particularly ones about science, such as The Greatest Show on Earth by Richard Dawkins. 

If students are doing a project on languages, language-learning or the origins of the universe, Mrs Clay is a good person to ask


  • Overview

  • Staff Members

  • Curriculum

While learners are at Matthew Moss they will continue to study the number, algebra, shape, measure and data topics with which you are already familiar. Our aim is to extend your knowledge and encourage them to believe in their ability to do well. Not everyone finds Mathematics easy but we listen to the views our learners put across and change things if necessary in order to help them (and us) be the best that they can be.

Our new scheme of work, has been drawn up in consultation with our learners who have suggested topics such as Food, Animals and Space. These topics give you the chance to see where Mathematics fits into the real world. Within these topics learners have asked that we keep Design a Board Game and Plan a Bedroom as they have particularly enjoyed the more practical elements of these areas of Mathematics.

During every Mathematics lesson we will help learners to develop their thinking, problem solving, communication and independent learning skills.  We encourage learners to discuss, explore and practise their Mathematics skills enabling them to gain a greater understanding of the Mathematics all around them. In order to facilitate this, we expect all learners to have a full set of equipment, including a scientific calculator, for every lesson and submit homework regularly. Above all we want every learner at Mathew Moss to enjoy Mathematics and not see it as something confined to a classroom.  Mathematics is all around and can sometimes be found in the most unexpected places!

R Hussain

Head of Maths

About Mr Hussain

Mr Hussain joined Matthew Moss in 2007 as a Teacher of Mathematics. He has a degree in Computer Science from DeMontfort University and worked as a Systems Developer and a self-employed IT consultant before becoming a teacher.

We base the Key Stage 3 curriculum around topics which are suggested by the students to give our lessons a real life context which is relevant and interesting.

The Year 7 Ratio topic is taught within the context of food and recipes allowing the students to see links between Mathematics and Food Technology.

In Year 8 Standard Index Form is taught within the topic Space allowing the students to see the links between Mathematics and Science.

At Year 9 we study circles by investigating the mystery of crop circles.
At Key Stage 4 we offer our students courses which will develop key mathematical skills that all learners will need for further study.

In Year 10 we offer learners a year’s course in GCSE Statistics which equips learners for studying subjects such as Science, Psychology and Geography. The course is the Edexcel GCSE in Statistics, it consists of a controlled assessment that will be completed in the spring term of year 10 and a calculator examination paper that will be completed in the summer of year 10.

In Year 11 all students will complete the linear Edexcel GCSE Mathematics course at either the higher level (offering grades A*-D) or Foundation level (offering grades C-G). This course has no controlled assessment or coursework element and will be two examination papers that will take place in the summer. One of which will be a calculator paper and the other a non-calculator paper.

For those students who are expected to get an A* in their GCSE Mathematics and wish to study Mathematics further at ‘A’ Level, we offer students the opportunity to Study the OCR Free Standing Mathematics Qualification in Additional Mathematics. Students will be graded A-E; this course does not have a controlled assessment or course work element to it and is a single examination in the summer.

Modern Languages

  • Overview

  • Staff Members

  • Curriculum

At Matthew Moss we really love languages and believe studying a language can actually change your life! Languages can be useful in so many ways, from going on holiday, using them in your job or simply having fun and meeting new people.

There is also lots of research showing that people who can speak more than one language benefit from improved learning, complex thinking and creativity, mental flexibility, interpersonal and communication skills and even positive mental health benefits later in life!


You will study French in Year 7 and 8 then will have the choice to continue studying French from Year 9 onwards. You will then be able to continue to study French to GCSE if you wish.  There will also be an opportunity to study Urdu to GCSE level for those students who have some prior knowledge of the language.


After a lot of research into more effective methods of language learning, we decided that we would use the Michel Thomas method of language learning.  This has had a great impact on students’ learning.  In class, you will be introduced to new language, play language games and use the computers in the language labs to use and improve your use of the language.



Learning languages is a challenge and can sometimes be frustrating and difficult but we think that’s a good thing! As you feel yourself improving in your language learning, you will feel proud of the progress you are making.  Learning languages can be very rewarding and can really take you places!


There is a well-established trip to Normandy running every October for four days.  This trip has proved to be particularly popular with pupils.  There are also other trips abroad - recent trips have been to Germany and Belgium.

M Vasey

Head of MFL

About Mrs Vasey

Mrs Vasey is Head of Modern Foreign Languages and has been teaching at Matthew Moss since 2006. She studied French with Spanish at the University of Hull and taught at the Sorbonne University in Paris after graduating. Mrs Vasey went on a round the world trip prior to settling into a career in teaching.

She has always had a keen interest in travel, particularly around France and she even worked at Disneyland Paris as a student. In her free time, Mrs Vasey enjoys days out with family, making cupcakes, going to coffee shops and sewing.

All students at Matthew Moss learn French in Year 7 and 8, some learners then choose to pursue French and continue their studies in Year 9. We use the Michel Thomas method to teach the language and it is a very successful way of learning as it distills the language into its most commonly used structures. We actively seek to teach these key phrases and questions so that learners understand the core of the language. In addition, we have developed language legend cards and extended modules, where students study some key themes in more depth in order to develop their vocabulary and use real language. The skills of listening and speaking are developed initially then reading and writing follow once the key concepts have been understood.

Students are able to choose to continue to study French to GCSE level or take Urdu if they have some prior knowledge. We have a group of students every year who take both languages to GCSE level.  We follow the AQA courses in French/Urdu ( Speaking and listening are assessed by controlled assessments and these make up 60% of the final GCSE grade. Listening and reading are assessed by examinations at the end of the course.


  • Overview

  • Staff Members

The pastoral system at Matthew Moss High School is unique! On joining Matthew Moss every student becomes part of a Family.  There are four Families: Beech, Lime, Maple and Oak.  Each Family has its own personality and is lead by a Head of Family and a team of tutors. In each tutor group their are approximately 25 students made up from 5 students per year. Having a variety of different students from each year in the tutor group allows students to learn from each other therefore reflecting real life.  For example, Year 11 can share their experiences of Work Experience with Year 10 and Year 8 can help settle Year 7 into school.

During Tutor Time students will be engaged in our aspirations programme Your Future, discuss their learning with their tutor and make valuable contributions to school life through their student council representatives.  Their tutor is the most important member of staff in their school career and is the link between home and school.

Another key feature of the pastoral system is our programme of personal, social and emotional development: "Learning for Life".  Learning for Life Days happen throughout the school year and enable students to develop new skills from Year 8 attaining a First Aid Certificate to Beech Family creating a Public Service Campaign on Crime Prevention.

Members of the pastoral team are available to discuss the progress and development of students and answer any questions you may have.

A Chadwick

Head of Oak Family

About Mrs Chadwick

Mrs Chadwick has been a member of the Mathematics Faculty at Matthew Moss High School since 2004.  She read Psychology at Coventry University before completing a Mathematics PGCE at Manchester Metropolitan University.  Mrs Chadwick is also a member of the pastoral team and is the Head of Oak Family.  She enjoys travelling and experiencing different cultures. This enjoyment derives from the fact that as a child Mrs Chadwick lived in South America and Dubai for a year and Australia for three years.   In her spare time Mrs Chadwick enjoys reading crime fiction and sampling different cuisines; her particular favourite being Japanese sushi.


  • Overview

  • Staff Members

  • Curriculum

Welcome to the Physical Education Department at Matthew Moss High School.

Our mission is to inspire, energise and educate students for healthy lifestyles through maximum participation in a wide range of activities, thus developing communication, social and life skills.In order to do this we boast a varied curriculum which includes games activities, outdoor activities, athletic activities, dance and gymnastic activities. We also run an extensive extra-curricular programme which covers a wide range of activities from football, rugby and netball to lacrosse, golf, taekwondo and fitness training.

The school competes locally, regionally and nationally in a range of sports and takes pride in developing the sporting status of the school. We also promote a "taking part" mentality where we encourage pupils to both compete and/or participate for enjoyment.

Facilities at the school are excellent and include a 3G astro-turf, multi use sports hall and a brand new fitness suite. All facilities provide a fertile ground for learning and allow for our diverse curriculum.

S Dainty

Head of Physical Education

About Mr Dainty

Mr Dainty is Head of Physical Education at Matthew Moss. He studied Sports Science and Physiology at the University of Leeds and after coaching soccer in the USA and numerous professional youth teams in England, he focused his efforts into teaching the subject he loves. Mr Dainty believes that PE is the best tool to promote learning in young people and has a passion to encourage pupils to take part and succeed. In his spare time, Mr Dainty is a single handicap golfer, takes part in various challenges such as triathlons and duathlons and enjoys participating in any sport you can imagine. Mr Dainty is extremely competitive and loves a challenge. He also loves to travel in order to understand different cultures, cuisines and sports.

PE develops pupils’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. A high-quality PE curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and others’ performances and find ways to improve them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. PE helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations.

Key Stage 3 Curriculum
At Matthew Moss, teachers are encouraged to allow learners to experience a wide range of activities that focus on the development of personal learning and thinking skills. Focusing the curriculum around pupils ability to develop different ways of thinking that underpin success in different activities provides greater flexibility and choice for teachers and pupils to select activities that engage them with the concepts and processes, thus meeting their needs, aspirations and preferences.
These can include:
• outwitting opponents e.g. Invasion games, net/wall games,
• accurate replication of actions, phrases and sequences e.g. Gymnastics, trampolining
• exploring and communicating ideas, concepts and emotions e.g. Dance
• performing at maximum levels e.g. Athletics
• identifying and solving problems e.g. Outdoor Activities
• exercising safely and effectively e.g. Health and fitness training
Learners cover each activity area over a half term period and are then rotated onto another activity area.

Key Stage 4 Curriculum
In addition to core Physical Education, at Matthew Moss we offer GCSE Physical Education and BTEC Sport qualifications.
The course builds on the knowledge, understanding and skills established in Key Stage 3 Physical Education. It gives learners exciting opportunities to be involved in a number of different physical activities, promoting an active and healthy lifestyle. Learners can perform in one or all of the following roles: player/participant, leader or official. The course is perfect for learners with an interest in physical education and sport, enjoy being active and appreciate the benefits of keeping fit and healthy.

Throughout the course, Learners will:

• develop your knowledge and practical skills
in a range of physical activities
• examine the effects of exercise and how training can improve performance
• find ways to improve your own performances in a
variety of roles
• identify ways to develop and maintain a healthy and active lifestyle through participation in physical activity
• appreciate the benefits of promoting ‘sport for all’.


Unit 1 – Examination
40% Unit 2 – Controlled Assessment
Unit 1 is externally assessed through a written examination paper of 1 hour and 30 minutes. This will contribute a maximum of 40% towards your total marks. Unit 2 is assessed in two sections.
Section 1 – four practical performances in the role of either player/participant, leader or official.
You can achieve 48% of the marks from your four performances, two of which may be in the role of a leader or official.
Section 2 – analysis of performance in one of the chosen activities. This will be worth 12% of the marks and should include planning, performing and evaluating a Personal Exercise Programme
Website –

The BTEC is a vocational qualification designed to give students the skills they need to either move on to higher education or go straight into employment. It allows the freedom to create a programme that teachers want to teach and students want to learn.
Learners have to undertake a number of units for which they present evidence, based on real-life work and studies. This allows them to demonstrate their skill and knowledge in practical situations


  • Overview

  • Staff Members

  • Curriculum

During the update of Matthew Moss High School as part of the Building Schools for the Future programme the Science department was upgraded with purpose built, innovative accomodation. These state of the art facilities are designed to support team teaching and the development of independent and collaborative learning skills.

In the faculty there are 9 teachers and 2 technicians. We have a strong focus on collaboration and teamwork within the faculty.

As part of the Learning Agenda we are looking at ways to make the students more effective learners and to provide them with the skills and attributes required for success in life, at school and beyond. The Science Faculty continuously reflects on the learning of students in Science and shares strategies and approaches that aid learning. Our Collaborative Learning Cycle structures this process. Each half-term we have a cycle of joint planning, team teaching, learning walks and learner consultation. We encourage the students to reflect on their own learning and the development of their learning skills and attributes. We are also developing ways to involve parents more in the learning of their children in Science.

C Crichton-Allen

Head of Science

About Mrs Crichton-Allen

Mrs Crichton-Allen first arrived at Matthew Moss way back in September 1990 as a bright-eyed and bushy tailed year 7 pupil and loved every minute!

'Being a pupil at Matthew Moss enabled me to really discover who I was as both a learner and as an individual. It was through my experiences here that I really developed my confidence and love of learning, which have ultimately led me back into the classroom as a teacher'.

Following University Mrs Crichton-Allen worked as a research scientist at Astra Zeneca in Cheshire before deciding that teaching was where wanted to be.  She returned to Matthew Moss as a Graduate Trainee, qualifying in 2004. 

Mrs Crichton-Allen has a real love of learning, and is extremely interested in the age old question ' what's the point of school?' In pursuit of the answer she is currently undertaking a Doctorate in Education  at the University of Manchester, and though finding it very challenging also extremely rewarding.

She absolutely loves all things Sci-Fi.  Officially a Whovian (Doctor Who fan) she is the proud owner of a full sized replica TARDIS and original 10th doctor sonic screwdriver. She also has to confess to being a lifelong Manchester City fan and can often be seen crying into her coffee on a Monday morning following the weekends results! 

In Year 7 learners develop their scientific enquiry skills through learning how to plan, carry out, present and evaluate their own investigations.  The learners also take part in a cross-curricular project with the Humanities faculty based around the History of MedicineContemporary issues in Science are discussed thus raising learners’ awareness of potential careers in science and of science’s contribution to modern discoveries.

Year 8 learners have the opportunity to study the Living Body, learning about body systems through carrying out a range of dissections.  Our successful Inventor of the Year competition offers all students the opportunity for expression and creativity as they develop and practise high-order thinking skills in connection with local primary schools.  

Everyday life is besieged with chemicals; Chemistry Fundamentals introduces students to the basics of chemistry, the composition of matter and the properties of different types of matter and the changes that they can undergo.  Our Superhero project offers the learners the opportunity to create a superhero and explain the Science behind their powers, using learning from contemporary scientific developments.

Paying particular attention to Industrial Applications, Year 9 learners study Car Safety and Microbiology before embarking on their own Scientific Project.  In the final term of Year 9 the learners start their GCSE courses.

At Key Stage Four we offer GCSE Science (Route A) and GCSE Additional Science as well as the option of following the triple award route in GCSE Biology, Chemistry and Physics.  We use the AQA exam board for all of these courses.

We provide learners with a range of enhancement opportunities to bring the curriculum to life.  Visits to universities for exciting learning experiences and involvement in local and national science events and competition are part of this. We also run a successful Science Club in conjunction with our local primary schools.


  • Overview

  • Staff Members

  • Curriculum

Design Technology offers a wide range of activities for learners that will extend their capability in designing and working with a variety of materials. Learners are taught how to work safely with materials such as food, woods, plastics and metals, using a variety of tools and machines. The faculty has high quality Computer Aided Design (CAD) and Computer Aided Manufacture (CAM) facilities and these play a significant part in the learners’ design education at MMHS. Learners are presented with lots of opportunities to respond to real life design problems and are taught how to carry out research, produce detailed analysis, design appropriate specifications for products, present design ideas in a variety of media, develop possible design ideas into products that have the capacity to be manufactured and, finally, learners are taught how to test their completed products. 
Design Technology has helped to shape our world and affects our daily lives.  Learners are encouraged to look at the world around them and to analyse products that they use in their everyday lives and appreciate the design principles.  Learning in Design Technology is relevant and exciting to learners and offers endless opportunities.

R Brame

Acting Head of Faculty

About Miss Brame

The Design Technology curriculum we offer at KS3 is active, engaging and relevant to our learners.   The faculty has recently benefited from significant investment and consequently our learners are taught to use state of the art technology.  This includes laser cutters, 3D printers and vinyl cutters.

The KS3 curriculum is based on a carousel system that ensures that all learners have the opportunity to participate in the three main areas of Technology offered at MMHS.  These three areas are Resistant Materials, Food Technology and Graphic Products.   Learners participate in high quality lessons designed by specialist staff. The learners are taught the necessary skills and then encouraged to demonstrate their new skills in designing and manufacturing high quality products.

The KS4 curriculum builds on the skills, knowledge and understanding developed at KS3.  The GCSE options at MMHS in Design Technology are Resistant Materials, Food Technology and Graphic Products with all specifications via AQA. All three options are popular, the number of learners that opt for a Technology course is growing year on year.  The performance at GCSE level is also increasing with the faculty regularly performing in excess of the national average.

In KS4 learners are given exciting, flexible design briefs that enable them to generate design proposals, produce prototypes and develop working solutions.   The KS4 curriculum had grown and developed over recent years and is one that now offers learners the opportunity to solve real life design problems.  If you enjoy designing, planning, modelling, manufacturing and evaluating, come along and speak to Mr. Horrocks.