A love of learning and creativity

Vision

The vision of the school is closely attuned to benefits of the current ‘smart society’, which is driven by increasingly diverse and rapid intercommunication. For young people today, this facilitates access to the knowledge which will be vital for their access to adult life.

In a society which boasts numerous offers in the educational sphere, the Moser school can be evaluated principally on its long-established reputation for sound methodology, coupled with a flair for innovation, which enhances its tradition of first-class teaching and is invaluable in nurturing a positive, well-balanced attitude to life.

Long recognized for its pioneering approach, the school has consistently developed worthwhile methods based on up-to-date ideas. The strategy is to carefully balance two elements: the tried and tested foundations of pedagogical excellence, together with an open-minded attitude to progressive and inventive diversification, – all in an atmosphere of lively co-operation.

Heading the field as a vibrant and open-minded establishment, the school is committed to constant re-assessment and progress, to ‘exploREexplore’ its own potential for the benefit of its students. In a world where information is omnipresent, Moser lends an expert ear and offers sound counsel and authenticated methods.

A model of organization and continual evolution, Moser exemplifies all that is reassuring and responsible when faced with the complex challenges of our modern world.

M.H. Moser founder
M.H. Moser founder

Values

Responsibility
to respect its commitments. To invest in all possible pathways that facilitate success. To train those who will train the students. To constantly enhance the quality of its teaching.

Loyalty
To keep its promises. To show proof of determination. To promote a sentiment of belonging. To be a ‘true school’.

Respect
To be a reference for values in society. To develop social skills. To contribute to the world of education. To awaken the conscience and a sense of citizenship.

Adaptability
To maintain programmes designed to meet specific standards. To offer the latest know-how in the domain of technology. To constantly adapt to the developing framework of educational norms.

To make a difference
To guarantee the execution of the pedagogical project. To be aware and attentive to the demands of that project. To keep a close eye on the students’ progress, both academically and socially. To invest in the tools that allow young people to succeed, each according to their specific circumstances.

Creed

  • Formation

    The formation offered by the Moser Schools is based on coursework that is designed to facilitate the acquisition of knowledge in the most favourable conditions possible. Far from adhering simply to the regular classroom situation, teaching methods are versatile and presented in a variety of locations whilst using diverse techniques. This wide spectrum of learning options is aimed at promoting optimum opportunities to students throughout their whole school career.

  • Work Areas

    In the Moser schools, workspaces are adaptable. As well as in traditional classrooms, students can work in a variety of areas, suited to accommodate groups of varying sizes and adjustable to a multitude of different projects. In complement to these physical domains, Moser offers virtual workspaces, notably for distance learning. For this purpose the school proposes modular work posts, suited to meet the varying needs of the students, depending on the time slot required. These spaces are comfortable, modern and luminous and can be transformed to comply with the task in hand.

  • Personal accomplishment

    Moser schools have invested in innovative learning methods based on dynamic learning. The aim is replace the increasingly obsolete ‘chalk and talk’ methods of the past by encouraging the active participation of each student, lively group discussion and a vibrant and stimulating environment. Once this is established, the role of the teaching staff takes on a different function: neither that of mentor nor coach, but that which can be most closely compared to a tutor. Each student can depend on the teachers to point the way to knowledge: – by answering questions, (re)explaining, elucidating and encouraging, according to the needs of each individual.

  • Pedagogical tools

    In order to promote the greatest accessibility of information to its students, Moser calls upon a variety of pedagogical tools. These technologies, which are not necessarily limited to the digital world, are all chosen to facilitate the acquisition of knowledge.