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Departments and Subjects (original)


Welcome to the English department.

The English department is an energetic, successful and thriving faculty staffed by enthusiastic teachers who share a love of the language as well as a strong desire to see our students achieve success. We pride ourselves in providing a supportive learning environment which has demonstrated continuous growth, development and year on year improvement.

We aim to provide a stimulating learning environment where all students feel comfortable and willing to participate in order to reach their full potential.


Our department utilises a wealth of resources to support learning and encourage pupils to achieve beyond their targets. Pupils have access to interactive resources that are used to support and enhance teaching in lessons – all classrooms are equipped with interactive whiteboards. Our team of teachers use the electronic learning resource ‘Active Teach’ to support the implementation of the new GCSE specification. The program provides a wealth of additional resources, including videos, digital grammar activities, weblinks, PowerPoints and worksheets. Our department LSA team offer one to one tuition as well as group tuition to support specific needs within the classroom. We also have a dedicated team of English mentors who provide timely interventions for students who may be falling below target in the subject or who may need to catch up after absence. 

Our Courses

We teach a variety of courses and offer opportunities for pupils to take additional qualifications following their English GCSE.


English Language & Literature (Edexcel)


Year 7:

Pupils will study the following over the year:

  • Roald Dahl & Matilda
  • The English Language
  • Magic and Fantasy
  • Short Stories - Fairy tales
  • he Chocolate Project

Year 8:

Pupils will study the following over the year:

  • Murder Mystery
  • Millions (novel)
  • Poetry
  • Different Cultures
  • Private Peaceful: Language & Structure focus
  • War Writing

Year 9:

Pupils will study the following over the year:

  • A View From the Bridge
  • Imaginative Writing: Paper One: Dystopia
  • Language & Structure: Paper One & Two: Gothic
  • Transactional Writing: Celebrity focus
  • Of Mice and Men
  • Poetry: GCSE Focus

Lower school pupils are encouraged to study the conventions and language of a variety of genres and then to imitate them in their own writing.


In Year 10, students will start their two year GSCE course. They will have separate teachers for language and literature which will clearly mark the difference between the two subjects and maximise the expertise of the teaching staff. In Year 10 language, students will be introduced to the two exam papers and they will study the skills and methods needed to approach both papers. This will be consolidated in Year 11 and students will sit two mock exams (one of which will be a walkthrough paper) to ensure students are properly prepared and confident heading into their final exams. In Year 10 Literature, students will read fully and study the following texts: Romeo and Juliet and An Inspector Calls (Paper 1) and A Christmas Carol (Paper 2). They will also begin studying their poetry anthology which focuses on the theme of conflict.  In Year 11, the students will complete their anthology while also working on a number of unseen poems. All key texts will be revisited and the students will complete two mocks (one of which will be a walkthrough mock) in the run up to the exams. To summarise, all necessary materials for both GCSEs in English are studied in Year 10, making this a crucial year for the students. Year 11 is then totally focused on consolidation of the timing and skills essential to succeed in the exams. 

Michelle Buck
English Head of Faculty

Film and Media

Welcome to the Film and Media Studies Department

We teach a variety of courses tailored to meet the individual needs of the pupil and offer a wide range of opportunities in industry or higher education. These courses include:

GCSE Film Studies (WJEC)

BTEC Creative Digital Media Production (Level 2) (Edexcel)

BTEC Creative Digital Media Production (Level 3) (Edexcel)

A2 Film Studies (WJEC)
A2 Media Studies (WJEC)

Our department is based in three teaching rooms, one of which is a dedicated computer room with six computers to be used for the purpose of research and media production. We have a fully functioning, bespoke green screen studio and provide pupils with access to HD video cameras, stills cameras, microphones and various lighting kits to produce coursework. Our resources include a wide range of DVD film and TV titles that is constantly growing with contemporary texts.

Additional Information

BBC School News Report
We have taken part in this BBC lead initiative for the past four years and our last report can be viewed on the school’s website.

Film and Media Ambassador Scheme
We have a working group of pupils who contribute to the school and department during open evenings, helping to organise events, working closely with organisations in our community and filming school shows. 

Chris Watts
Film and Media Subject Head 


The Mathematics department is a vibrant, successful and thriving faculty which prides itself in providing a supportive learning environment which has demonstrated continuous growth, development and year on year improvement.

We aim to provide a stimulating learning environment in which all students feel that they can achieve and make progress in their learning. Consequently, we provide a wide variety of activities all of which are designed to meet students’ individual needs at all Key Stages including A level.

The programme of study and pace of learning for the academically more able is designed to expose them to Mathematics which demands a variety of higher order thinking skills and to advance and strengthen their interest and enthusiasm for the subject. There is also extensive support given to students who are identified as requiring additional assistance or to those who request it.

ICT is used extensively to facilitate learning and aid assessment and feedback. The department has a computer network and is equipped with computers for use during lesson time. Every classroom has an interactive whiteboard and electronic resources which are used to enhance the quality of teaching and cater to a variety learning styles and preferences of learners. 

See below for details of each key stage:


What will students learn?

Throughout years 7 and 8, pupils will be working on 6 Modules, one every half term.

The modules are as follows:

Module 1
•    Numerical Manipulation
•    Place Value, Ordering and Rounding
•    Written Calculations
Module 2
•    Fractions, Percentages, Ratio and Proportion
•    Measures
Module 3
•    Equations, Formulae and Identities
•    Area, Perimeter and Volume
Module 4
•    Sequences, Functions and Graphs
•    Integers, Powers and Roots
Module 5
•    Probability
•    Processing, Representing and Interpreting Data
Module 6
•    Geometric Reasoning and Constructions/Loci
•    Transformations

In general homework will be set for every lesson, subject to the suitability of the task. Generally homework tasks will be set online through the MyMaths website, however this is not always the case and sometimes written or research tasks will be set. The MyMaths website is and can be accessed with a school login and password, and then an individual login and password.
The same personal login and password can be used to access the Mathswatch VLE. The Mathswatch VLE website is an essential resource to aid revision and preparation for assessments.

Method of Assessment
Each section of each module will be assessed as we go along so that help can be given where needed before the end of the module.  At the end of each module pupils will have a progress test, for which they should revise so that they begin to learn revision and study skills.

Students will then be given a ‘currently working towards’ level based on these assessments.


The scheme of work continues through from Key Stage 3 to GCSE in the same pattern of modules and interim assessment.  This is integrated with overall assessment of the general syllabus by way of GCSE Graded Progress Tests.  Based on these assessments, students and teachers are able to identify individual needs and areas for development.

Students are encouraged to use the resources on mathswatchvle to revise and reinforce their knowledge and skills:


Our current year 11 group will undertake the new mathematics GCSE examination in the summer term. It will consist of three papers.

(One non-calculator and two calculator papers). Students will be entered at either higher tier (grade 9-4) or foundation tier (grade 5-1). 

Where could it lead?

Mathematics GCSE is a vital component of Post-16 life. Together with English, it is a required qualification in almost every career pathway in the future.

Further Information

Further information available from Mr Stanford (Head of Mathematics)


You will be using maths skills at a high level and a clear understanding of the key concepts is essential in order to be able to apply them. Therefore, it is vital that you:

  • complete plenty of practice exercises in your own time as well as in the lesson
  • keep in close communication with your teachers
  • attend additional tutorial sessions so that they can support you with this  
  • keep good, clear and concise notes
  • do plenty of exam practice.

To be successful on this course, you will need to be hardworking and diligent, as each topic builds on earlier work and everything is dependent upon a sound understanding of the GCSE content. There is plenty of additional support provided to help students with the transition from GCSE to AS level.

What’s in the exam?

Mathematics *Specification change September 2017 subject to Ofqual accreditation. 

To gain the AS award in mathematics, you will study:

  • Pure Mathematics covering topics in algebra, trigonometry, calculus, coordinate geometry and vectors. 

You will also study two applied topics:

  • Statistics, which extends the GCSE topics of probability, histograms, box plots and introduces new topics such as the binomial distribution, discrete random variables and hypothesis testing. 
  • Mechanics including kinematics, forces and Newton’s laws

There will be 2 papers at the end of the AS Level. 1 pure exam for 2 hours, 1 applied for 1 hour. 

To achieve the full A Level in Mathematics you will study:

  • Pure Mathematics covering algebra, trigonometry, numerical methods, calculus in more depth and other topics including 3D vectors and differential equations. 

You will also extend the content of the applied topics in AS:

  • Statistics to include conditional probability and the Normal distribution.
  • Mechanics to include motion under gravity, projectiles, friction and moments. 

There will be 3 papers for the full A Level, all 2 hours long. 2 pure, 1 applied.

What coursework do I have to do?

There is no coursework, but plenty of practice material and regular assessments to monitor and support progress.

What grades do I need to have to get on the course?

It is recommended that students achieve at least a Grade 7 for Mathematics at GCSE to get onto the course. We may consider students who may have narrowly missed out on achieving a Grade 7 in exceptional circumstances.

What could this lead to?

Students with A-level Mathematics are highly sought after by both employers and universities. Mathematics students not only have the ability to solve problems and think logically, but they also develop strong team-working skills, resilience, effective communication of complex ideas and the ability to use their own initiative; all highly desirable in the modern workplace.

Many university courses will require a qualification in Mathematics, typically Physics, Engineering and Chemistry but often Computer Science and Economics too. If you already have a firm idea of what you want to study at university, then it is a good idea to check entry requirements before making your final subject choices.

The breadth of mathematical applications is immense. It underpins most of science, technology and engineering and is also important in areas as diverse as business, law, nutrition, sports science and psychology. There are many opportunities to use mathematics to make a difference in society, for example through the analysis involved in medical research, developing new technology, modelling epidemics or in the study of patterns of criminal activity to identify trends.

Chris Stanford
Maths Head of Faculty 


Our Department is a vibrant and active part of the school...there is always something exciting going on!  In the summer of 2017 we celebrated excellent GCSE results as part of another successful year for Shoeburyness High School.

Our Post 16 Science courses continue to go from strength to strength with high pass rates and more students than ever before going on to University.

You can also follow our Science Department on Twitter @ScienceDep_SHS for updates on homework, revision and much more!


Our Key Stage 3 Science course is totally unique...because we designed it ourselves! The aims of our course are:

  • To show students the relevance of Science in the modern world
  • To show students how Science is used in exciting modern contexts like space exploration
  • To ensure that students enjoy Science and achieve their potential

Year 7: Our Year 7 course has a 'Science Around You' theme, highlighting how Science impacts on every aspect our lives!


Module name:

Topic Content


 Science and You

Being a good Scientist

Being safe


Adventure Island

Forces, Electricity



Science at Home

Properties of materials

Chemical reactions



Thinking logically

Electronic systems


The Human Body

Life Processes

Organ Systems


Energy for the Future

Forms of Energy

Energy Resources


Our Earth


Separating Mixtures


The Beach




Year 8: Our Year 8 course has a 'Science Careers' theme, motivating and enthusing students by teaching Science in a way that introduces them to the huge range of careers that Science can lead to.



Topic Content


Space Science

The Planets, Gravity

Days and Seasons,

Light and Sound.


Medical Science

Cells and Organs,

Reproduction, Inheritance,

Microorganisms and Disease.


Laboratory Science

States of Matter,

Elements and Compounds,

Acids and Bases.


Sports Science

Forces and Motion,


Energy in Sport.


Materials Science

Reactivity of Metals, Rates of Reaction, Combustion and Oxidation, The Atmosphere


Environmental Science

Biological Classification,

Photosynthesis, Respiration,





Our pupils complete their Key Stage 3 studies at the end of Year 8, with end of Key Stage assessments in June. All Students then follow a Careers module in Science lessons, giving the opportunity to consider the importance of Science in the modern world.

All pupils then start their Key Stage 4  studies in Year 9.


The Science Department currently offers the following examination courses at Key Stage 4:

  • GCSE Combined Science from Edexcel (Specification 1SC0)
  • GCSE Biology from Edexcel (Specification 1BI0)
  • GCSE Chemistry from Edexcel (Specification 1CH0)
  • GCSE Physics from Edexcel (Specification 1PH0)

The combination of courses that each pupil follows is determined by their pathway, but may change subject to examination results. All pupils are given the opportunity to study for three GCSEs ('Triple Science'), subject to satisfactory attainment.


In Year 12 and 13, we offer three distinct but complimentary Science courses.

A Level Biology B: Edexcel (Specification 9BI0)

The Biology course is a traditional Biology course with modules covering cellular biology, biochemistry, inheritance, and environmental biology amongst other key themes. The course is assessed through three written examinations.

A Level Chemistry: Edexcel (Specification 9CH0)

The Chemistry course covers all aspects of Chemistry applied in modern contexts. The course is assessed through three written examinations.

A Level Physics: Edexcel (Specification 9PH0)

The Physics course is a traditional A-Level course. Year 12 modules are titled 'Mechanics & Materials' and 'Electricity & Waves', along with a coursework module. Year 13 modules cover Astrophysics & Cosmology, along with further study of mechanics and electricity. The course is assessed through three written examinations.

Matt Booker
Science Head of Faculty

Modern Foreign Languages

The Modern Foreign Languages department has a fun and positive environment that engages students in all aspects of language learning. Our aim is to make learning enjoyable and allow students, of all abilities, to discover the world of other languages and cultures through games, interactive activities, student-led exercises and research projects.

Most teaching is done in target language, allowing students to hear and speak the language from the moment they walk through our doors. Students are actively encouraged to practice the same skills at home and often enjoy teaching their parents, carers and siblings words and phrases they have learned in their lessons – allowing them to explore their own learning through teaching. We believe that this helps bring families together in learning something new, or reviving something from past school days.

What Will I Learn?
Students in year 7 and 8 learn both French and Spanish. Each language is taught alongside the other. This means students have a lesson of French and a lesson of Spanish, every week.

This allows students to learn, and use, the cognates from each language to improve in the other and shows students that language learning does not need to be a scary experience.

In year 9, M band students continue learning both French or Spanish. Students in N and O bands will study one language to allow them to persevere to the level of language needed to opt for a GCSE in a language. This is when we start to introduce elements of learning that will push our students to achieve their very best.

We have a wealth of materials on the student pool drive to allow them to learn at home. We would actively encourage parents to work through the worksheets that students have access to and to help them mark their answers. This type of experience is a great way to encourage your child to work within the framework set at school and to make it a collaborative experience. 

Residential courses are offered for all students, over the year. 

We run a residential trip to the Opal Coast in France and to an area of interest in Spain. 

Students have language classes and get to see how different cultures use language in different ways. There are cultural visits and students are actively encouraged to use their language skills. 

We are very proud to say that our GCSE results in both French and Spanish are above national average. This really is testement to the hard work and engagement that students have with their language learning. 

We challenge, enthuse and engage our students to achieve their very best.

Michelle La Roche                                                                                                                                                        
MFL Head of Faculty


Please see Key Stage 3  (for Year Groups 7, 8 & 9) and Key Stage 4 (for Year Groups 10 & 11) for a detailed list of activities carried out in the PE Department.


All pupils at KS3 will be taught using Key Concepts: 

  • Competence.
  • Performance.
  • Creativity.
  • Healthy and active lifestyle.
  • Body Image.

Pupils should be able to: Develop skills in physical activity

  1. Refine and adapt skills into techniques.
  2. Develop the range of skills they use.
  3. Develop the precision, control and fluency of their skills.

Pupils should be able to: Make and apply decisions

  1. Select and use tactics, strategies and compositional ideas effectively in different creative, competitive and challenge-type contexts.
  2. Refine and adapt ideas and plans in response to changing circumstances.
  3. Plan and implement what needs practising to be more effective in performance.

Pupils should be able to: Develop physical and mental capacity

  1. Develop their physical strength, stamina, speed and flexibility to cope with the demands of Different activities.
  2. Develop their mental determination to succeed.

Pupils should be able to: Evaluate and improve

  1. Analyse performances, identifying strengths and weaknesses.
  2. Make decisions about what to do to improve their performance and the performance of others.
  3. Act on these decisions in future performances.
  4. Be clear about what they want to achieve in their own work and what they have actually achieved.

Pupils should be able to:  Make informed choices about healthy, active lifestyles

  1. Identify the types of activity they are best suited to.
  2. Identify the types of role they would like to take on.
  3. Make choices about their involvement in healthy physical activity.

The curriculum will be delivered using a range of different activities/sports taken from 6 key areas. 

Achievement, Excel and Success Pathways - Year 7 & Year 8
Pupils will be taught the knowledge, skills and understanding through four areas of activity:

  • Games activities. 
  • Swimming activities and water safety. 
  • Athletic activities. 
  • Outdoor and adventurous activities. 
  • Gymnastics/Dance. 
  • Fitness testing and tracking.

Achievement, Excel and Success Pathways - Year 9
Pupils will be given the opportunity to become more expert in their knowledge, skills and understanding through four areas of activity: 

  • Games activities. 
  • Swimming activities and water safety. 
  • Athletic activities. 
  • Outdoor and adventurous activities. 
  • Gymnastics/Dance. 
  • Fitness testing and tracking. 


There are two main Physical Education and Sport options in Key Stage 4. The information below provides a brief description of the available courses and outlines the key information from each specification. 

Sport Academy – GCSE PE (OCR)


This pathway offers pupils the chance to;

  1. Develop their skills and knowledge in all aspects of physical education.
  2. Develop their ability in a range of team and individual sports.
  3. Explore the theory components of Physical Education.
  4. Develop confidence and self-esteem.
  5. Further study PE at both A level or BTEC, or pursue a career in the sport and leisure industry.

Within the GCSE PE pathway pupils will take part in theory and practical lessons. In the theory lessons they will explore a number of components that will be spread across both years. Within the first year pupils will explore the physical factors affecting performance, including anatomy and physiology and physical training. In the second year pupils will explore socio-cultural issues, including sports psychology and health, fitness and well-being. Across the two years practical lessons will be dedicated to developing skills in a range of sports. Pupils will finally be assessed in three sports that will account for 40% of their final grade. The remaining 60% will be gained via two written exams at the end of year 11. 

Method of Assessment

60% Theory

40% Practical

  • Exam 1 = Physical factors affecting performance (60 marks)
  • Exam 2 = Socio-cultural issues and sports psychology (60 marks)
  • Practical activity assessment = 3 sports (a mixture of team and individual sports)
  • Analysing and Evaluating Performance controlled assessment


Sports Academy - BTEC Sport (Level 2 First Award in Sport)


This pathway offers pupils the chance to;

  1. Explore the theory aspects of sport via the completion of coursework assignments.
  2. Gain an understanding of fitness training, sports performance and how the body works during exercise.
  3. Take part in a range of practical activities to support their theory knowledge and BTEC assignments.
  4. Develop confidence and increase self-esteem.
  5. Further study PE/Sport at level 3, or pursue a career in the sport and leisure industry.

Pupils who study the BTEC Sport qualification will take part in a variety of theory and practical lessons. However within the BTEC pathway there is no practical assessment. All assessment is completed via coursework assignments and a computer based exam. In year one pupils will study for this computer based exam and complete one coursework unit. This involves exploring 'fitness for sport’ and 'practical sports performance’. In the second year pupils will complete the remaining two coursework units and will explore 'applying the principles of personal training' and 'the sports performer in action’.

Method of Assessment

Year 10

Year 11

  • Unit 1 – Fitness for sport and exercise (computer based exam)
  • Unit 2 – Practical sports performance (coursework)
  • Unit 3: Applying the principles of personal training (coursework)
  • Unit 5: The sports performer in action (coursework)

Both key stage 4 options allow pupils to take up further study at level 3 in key stage 5 via BTEC or A levels.  


Sport - BTEC National Extended Certificate - Level 3


This course is designed to follow on from GCSE PE and BTECs within Sport, or Young Apprenticeship award.  It is designed to give knowledge, practical coaching skills and a full understanding of the sports and leisure industry. 

The principles of sport that will be taught will underpin many aspects of professional life within the sector and will reflect an enormous breadth and depth of the subject; from principles of anatomy and physiology; to fitness training and programming; to professional development in the sports industry and the application of fitness testing. The course offers the opportunity to gain an understanding of the anatomy and physiology of the body, and develop coaching, leadership and organisation skills. This also gives pupils the opportunity to gain specific knowledge and understanding which is relevant to the different sectors of the sports industry.

Method of Assessment

Year 12

Year 13

  • Unit 1: Anatomy and physiology (written exam)
  • Unit 2: Fitness training and programming (synoptic style controlled assessment)
  • Unit 3: Professional development in the sports industry (coursework)
  • Unit 5: Application of fitness testing (coursework)





Brian Butler
P.E Head of Faculty

Business Studies 


This provides students with an understanding of the commercial world. It explores the theories and concepts in business and encourages students to consider the practical application of business and economics. It also provides progression for students wishing to continue their studies to A-level Business Studies and A-level Economics.


The Pearson Edexcel in Business consists of two externally-examined papers.

Theme 1: Investigating a small business

Written examination: 1 hour and 30 minutes

Content overview:

  • Enterprise and entrepreneurship
  • Spotting a business opportunity
  • Putting a business idea into practice
  • Making the business effective
  • Understanding external influences on business

Theme 2: Building a business

Written examination: 1 hour and 30 minutes

Content overview

  • Growing the business
  • Making marketing decisions
  • Making operational decisions
  • Making financial decisions
  • Making human resource decisions

BTEC Level 2 in Business Studies

With this qualification in Business Studies you gain practical skills that will help you straight away within the workplace, or will help you with further education. The skills you learn in the course are relevant to a wide-range of different work environments. Students who excel in the subject will understand what businesses expect from employees which will help you stand out in the competitive business environment.

Unit Overview

The course is assessed through four units consisting of 25% on-screen examination and 75% coursework. Each unit is graded as being a Pass, Merit or Distinction and the final grade is calculated based on the level of work the student has produced throughout the course.

Unit 1— Enterprise in the Business World
Students will be introduced to the world of business and the terms used by businesses which will help the to gain an understanding of the nature of business ownership and what local entrepreneurs need to do when planning to open a new business. This unit is assessed through written work marked by your teachers and is worth 25% of your overall grade.

Unit 2— Finance for Business
Students will understand the costs, revenue and profit for a business organisation and learn about cash flow, forecasting and break-even analysis. This is an examination unit which involves a 1 hour exam taken on the computer and is taken when each student is ready throughout the year.

Unit 7— Providing Business Support
Students will learn about how to organise and support business functions such as organising and running meetings and using office equipment Students will also be required to give practical demonstrations of their business support skills through the planning of a trip. This unit is assessed through written work marked by your teachers and is worth 25% of your overall grade.

Unit 8— Recruitment, selection and employment
Students will learn about businesses are structured, how and why job roles are created and used in business and they will be able to plan their own career development. Students will be required to take part in an interview and prepare a Curriculum Vitae as part of this unit.This unit is assessed through written work marked by your teachers and is worth 25% of your overall grade.

How can I catch up or improve my skills?
Come to ‘Unfinished Business’ which is available for all business students to catch up or improve and extend your learning. Every Monday from 3pm in E11.


With a qualification in Business Studies you learn a wide variety of essential skills that give you the opportunity to go on and study further education in Business Studies or a related subject, or even go straight into the workplace. The skills taught in the course are relevant to a wide-range of different employment opportunities. Students who excel in the subject will learn what businesses expect from employees which will help you stand out in the competitive business environment.

GCE in Business Studies

Unit Overview

GCE Business Studies teaches ten separate units over a course of two years. These topics cover the key areas of business, such as; employees, organisations, finance, marketing and operations management. All units are exam based.

You will have three Business Studies lessons a week, in these lessons you will get to participate in discussions, presentations, group work, and academic trips.

Students must complete both years of the course in order to gain a full A Level.  After the first year students will be entered into an AS Level exam which will determine whether you are capable of progressing onto Year 13 to complete the full A Level.

The course covers a number of topics over the two years:

What is business?

Managers, leadership and decision making

Decision making to improve marketing performance

Decision making to improve operational performance

Decision making to improve financial performance

Decision making to improve human resource performance

Analysing the strategic position of a business (A-level only)

Choosing strategic direction (A-level only)

Strategic methods: How to pursue strategies (A-level only)

Managing strategic change (A-level only)

Assessment is wholly through examination:

At the end of Year 13 you will be entered into the A Level examinations.  This is three examinations covering areas 1-10 above.

All exams are equal weighting (33.3%) and last 2 hours each.

Pearson BTEC Level 3 National Extended Certificate in Business

In your first year of study you will be assessed for units 1 & 8 via a series of activities including reports, presentations, recruitment documentation and participating in the interview process. Unit 2 is assessed via an externally set task where learners are given the opportunity to prepare their research before sitting their controlled assessment to prepare a marketing plan based around the case study.  Learners will be given two weeks before a supervised assessment period in order to carry out research. The supervised assessment period is a three hour session arranged on dates set by the examination board.

In your second year of study you will be assessed for unit 3, the finance unit, via a two hour examination in January by a traditional written paper on Personal and Business Finance. Between January and May you will re-cover topics from units 2/3 in preparation to resit the examinations if required.

  • Unit 1 Exploring business
  • Unit 2 Developing a marketing campaign
  • Unit 3 Personal and business finance
  • Unit 8 Recruitment and selections

Martin Root
IT and Business Head of Faculty

Computing and IT


An exciting Computing scheme of work is delivered at Key Stage 3.

Year 7

The students will cover the following topics:

  • Understanding Computers.
  • Binary number representation.
  • Basic Spreadsheets.
  • HTML (Hypertext Markup Language) to create basic webpages.
  • Scratch programming.
  • Animation Project.

Year 8

The students will cover the following topics:

  • Advanced Scratch Programming.
  • Website Design & Development using HTML.
  • Spreadsheet Modelling.
  • Basic Databases.
  • Computer Networks.
  • E-safety.

Year 9

The students will cover the following topics:

  • Exploring User Interfaces.
  • Basic Python Programming.
  • Graphics creation and editing.
  • Advanced Spreadsheets.
  • Advanced Databases.
Homework will be set every lesson through website. To log-in follow the below steps:

Enter the school’s postcode SS3 9LL (with a space)
Enter your first and last name: E.g. Joe Smith (with a space)
Enter the password: Password (case sensitive) - this can be changed by students

If you experience any problems logging in or submitting homework, in the first instance speak to your Computing teacher or a member of the Computing Department.


Pearson BTEC Level 2 Tech Award in Digital Information Technology

Component 1 – Exploring User Interface Design Principles and Project Planning Techniques

  • This unit is internally assessed under controlled conditions.
  • Students will:
    • Explore user interface design and development principles.
    • Discover how to develop and review a digital user interface.
    • Investigate how to use project-planning techniques to manage a digital project.

Component 2 – collecting, Presenting and Interpreting Data

  • This unit is internally assessed under controlled conditions.
  • Students will:
    • Explore how data impacts on individuals and organisations.
    • Develop a dashboard using data manipulation tools.
    • Draw conclusions and make recommendations on data intelligence.

Component 3 – Effective Digital Working Practices

  • This unit is a scenario-based external assessment where students demonstrate their knowledge to propose digital solutions to realistic situations.
  • Students will:
    • Explore how modern information technology is evolving.
    • Understand what cyber security is and how to safeguard against it.
    • Consider legal and ethical issues in data and information sharing.


BTEC Level 3 Extended Certificate in IT

This qualification is designed for learners who are interested in an introduction into the study of creating IT systems to manage and share information alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in IT.

Year 12

Unit 2 – Creating Systems to Manage Information

Learning Objectives

  • Examine the structure of data, its origins and how an efficient data design follows through to an effective and useful database.
  • Examine a given scenario and develop an effective design solution to produce a database system.
  • Test your solution to ensure it works correctly.
  • Evaluate each stage of the development process and the effectiveness of your database solution.

Summary of Assessment

  • This unit is externally assessed by a task set and marked by Pearson.
  • The set task will be completed under supervised conditions for 10 hours in a 1 week period set by Pearson which can be arranged over a number of sessions.
  • The set task will assess a learner’s ability to design, create, test and evaluate a relational database system to manage information.
  • The number of marks for the unit is 66.

Unit 3 – Using Social Media in Business

Learning Objectives

  • Explore different social media websites, the ways in which they can be used and the potential pitfalls when using them for business purposes.
  • Develop a plan to use social media strategies for business purposes to achieve specific aims and objectives.
  • Implement the plan, developing and posting content and interacting with others.
  • Collect data on the business use of social media.
  • Review the effectiveness of your efforts.

Summary of Assessment

  • This unit is internally assessed by an assignment brief set by the centre.

Year 13

Unit 1 – Information Technology Systems

Learning Objectives

  • Explore the relationships between the hardware and software that form an IT system, the way systems work individually and together as well as the relationship between the user and the system.
  • Examine issues related to the use of IT systems and the impact that these have on organisations and individuals.

Summary of Assessment

  • This unit is externally assessed by a written examination set and marked by Pearson.
  • The examination is 2 hours in length. Learners will be assessed on their understanding of computer systems and the implications of their use in personal and professional situations.
  • The number of marks for the unit is 90.

Unit 6 – Website Development

Learning Objectives

  • Understand the principles of website development.
  • Design a website to meet client requirements.
  • Develop a website to meet client requirements.

Summary of Assessment

  • This unit is internally assessed by an assignment brief set by the centre.

Georgian Jones                                                                                                                                                             
Head of Subject 

Martin Root
IT and Business Head of Faculty


When you think of Economics, what do you think of? The Chancellor, money, wealth, the economy? Well it’s about much more, covering the personal, national and global aspects of our lives. Economics is the ‘study of the factors that influence income, wealth and well-being’.

Economics - Is this the right subject for me?

This course is suitable for students who:

  • Have an interest in learning how businesses and the government  create benefits and economic wealth and conversely, how they may create costs which society has to pay, such as those associated with pollution or new house building projects

  • Are interested in playing a full part in society: understanding why government pursues certain actions and how it may use the tax system to influence peoples’ actions

  • Want to learn how to analyse data and economic models in order to suggest solutions to real world problems or forecast future trends

  • Are aware that buying and selling are activities vital to survival and success thereby studying economics can help them to understand human thought and behaviour in the global economy  

Assessment (100% External Assessment).

Paper 1 (35% of total qualification) – Paper 1 will assess microeconomics and questions will be drawn from Themes 1 & 3. Duration 2 hours 100 marks available. 

Paper 2 (35% of total qualification) - Paper 2 will assess macroeconomics and questions will be drawn from Themes 2 & 4. Duration 2 hours 100 marks available.

Paper 3 (30% of total qualification) - Paper 3 will assess content across all four themes. Duration 2 hours 100 marks available.

What will I learn?

Theme 1: Introduction to markets and market failure: This theme is one of two in this qualification that focuses on microeconomics. This theme introduces students to the microeconomic nature of economics, looking at economic problems and the ways economists think and work. Students will consider how markets work, looking at how supply and demand interact to allocate resources in local, national and international markets. You will learn how to apply supply and demand analysis to real-world situations and be able to offer explanations of consumer behaviour. 

Theme 2: The UK economy – performance and policies: This theme is one of two in this qualification that focuses on macroeconomics. This theme introduces the key measures of economic performance and the main instruments of economic policy primarily in a UK context. Students will be introduced to the aggregate demand/aggregate supply model so that they can use it to analyse changes in real output and the price level. You will examine the use of demand-side polices, supply-side policies and direct controls as means of improving an economy’s performance; recognise the underlying assumptions; predict the likely impact and effectiveness of such policies and consider these in an historical context.

Theme 3: Business behaviour and the labour market: This theme builds on the content of theme 1 and examines how the number and size of market participants and the level of contestability, affect the pricing and nature of competition among firms. Students will consider the size and growth of firms through exploring organic growth, mergers and takeover. You will also look at the rational assumption that firms are profit maximisers and then challenge this by looking at alternative business objectives. Revenue, cost and profits are explored before linking these ideas to different market structures. Students will then be able to analyse and evaluate the pricing and output decisions of firms together with making an appraisal of government intervention aimed at promoting competitive markets.

Theme 4: A Global Perspective: This theme builds on the knowledge and skills gained in theme 2. Students will be expected to understand the significance of globalisation, international trade, the balance of payments and exchange rates. They will examine pubic finance, macroeconomic policies and the role of the financial sector in a global context. In examining these areas, application, analysis and evaluation of economic models is required as well as an ability to assess policies that might be used to address national and global economic challenges .Students should develop an awareness of trends in the global economy over the last 25 years through wider reading and research so that they can include relevant examples in their analysis and evaluation.

Throughout the course students are encouraged to use an enquiring, critical and thoughtful approach to the study of economics and to develop an ability to think as an economist. To develop your skills, knowledge and understanding in economics, you need to acquire competence in quantitative skills that are relevant to and applied in the context of each theme of study.

Martin Root
IT and Business Head of Faculty


What is Geography?

Geography is the study of the earth’s landscapes, people and environments. It is, quite simply, about the world in which we live.

Why is Geography Important?

  • Stimulate pupils’ interest in their surroundings and in the variety of human and physical conditions on the earth’s surface.

  • Foster pupils’ sense of wonder at the beauty of the world around them.

  • Help pupils to develop an informed concern about the quality of the environment and the future of the human habitat and thereby enhance pupils understanding of sustainability and their role in this.

  • Develop pupils understanding of countries at different levels of development.

Study stop

To support our GCSE students in getting the best possible grades for coursework and final preparation for their summer exams students are welcome to attend sessions every Monday and Wednesday after school in H17.

What do we study in Geography?

2019-20 Geography Topics




  • Mapping
  • Your UK
  • People Everywhere
  • Local Actions, Global Effects
  • Weather and Climate


  • Can the Earth Cope?
  • Globalisation
  • Fair Trade
  • Superpowers
  • Regeneration
  • Our Planet


  • Extreme Weather
  • Restless Earth
  • Passport to the World
  • GCSE introduction


Physical Geography

  • UK Landscapes
  • Coasts
  • Rivers
  • Weather Hazards and Climate Change
  • Ecosystems and Biodiversity

Human Geography

  • Global Development
  • Changing Cities
  • Resource Management
  • Water Resource Management

Field Studies

  • Walton on the Naze, Suffolk (Coasts)
  • Stratford, London (Urban)


Physical Geography

  • Tectonic Processes and Hazards
  • Landscape Systems, Processes and Change
  • Coastal Landscape Change
  • The Water Cycle and Water Insecurity
  • The Carbon Cycle and Energy Security

Human Geography

  • Globalisation
  • Shaping Places
  • Regenerating Places
  • Superpowers
  • Global Development and Connections
  • Migration, Identity and Sovereignty

Field Studies

  • Southend High Street
  • NEA investigation: Southwold, Suffolk

Katie Spinks                                                                                                                                                     
Geography Head of Subject

Vicky Gray                                                                                                                                                          
Humanities Head of Faculty 


Year 7 unit of study is as follows:

An investigation into our ‘Local History’

  • An ‘Incredible Invasions’ unit

  • A ‘Rule Makers and Rule Breakers’ unit looking at the murder of Thomas Becket

  • A unit on ‘Muck and Misery’ in the Middle Ages

  • A focus on the War of the Roses

The Year 8 unit of study is as follows:

  • A focus on the Tudors comparing Henry VIII, Bloody Mary and Elizabeth I

  • A unit looking at the Stuarts including Renaissance medicine

  • A study of the ‘Vile Victorians’ and the impact that this period has had on society

  • A unit on Jack the Ripper

  • An investigation into the French Revolution

  • A study of British Identity and what has shaped the UK we live in

  • A unit on Exploration

  • Finishing with a study of Slavery

The year 9 unit of study is as follows:

  • We begin the year by studying the Civil Rights Movement in the USA

  • An investigation into the outbreak of World War 1 and the conditions of trench warfare

  • A focus on the emergence of Hitler as dictator of Nazi Germany

  • A study on World War 2

  • A unit on the Holocaust

  • We then investigate the assassination of JFK

  • We finish the year by studying the Cold War

GCSE History: NEW GCSE starting September 2016.

The new GCSE History content comprises the following elements:

The GCSE is assessed by 2 exams both 1 hour 45 minutes.  Each paper is worth 84 marks with 4 marks for SpaG.  Both examinations are sat at the end of Year 11.  There is NO Controlled Assessment.

Outgoing YEAR 11

GCSE History: AQA

Year 10 and 11

Study in development: Medicine Through Time – 100% examination

Written Paper

35% of the total GCSE

Controlled Assessment (Coursework) History Around Us

Typed coursework of approximately 2000 words based on a locality (Dover Castle

25% of the total GCSE

Enquiry in depth: The American West – 100% examination

Written Paper

40% of the total GCSE

Year 12 - AQA

Students will study two units which are examination based from the new AQA A Level.  (These will be examined at AS Level after the first year of study)

The Tudors: exploring the Tudor monarchy from 1485 – 1547

American Dream myth and reality: exploring the political and civil rights movement from 1945-1963

Year 13 - AQA

Current Year 13 students are studying the outgoing A Level:

HIS4X - Controlled coursework on Indian Independence – an independent enquiry into the role of World War Two on Indian independence

HIS3B - The Triumph of Elizabeth – examination based

Rebecca Blowers
History Head of Subject

Vicky Gray
Humanities Head of Faculty 

Religious Education

GCSE RE has continued for the last 4 years to achieve a 100% pass rate.

In RE we aim to learn from as well as learn about Religion and world faiths. Pupils are encouraged to explore their own ideas & beliefs and consider the faith of others.

In year 7 pupils will learn about:

  • Me, myself and I (exploring what it is to be human and how we fit in to the world)

  • Islam

  • The life of Jesus

  • Environmental issues

In year 8 pupils will learn about:

  • Judaism

  • Buddhism

  • Alternative faiths

In year 9 pupils will learn about:

  • Marriage and Relationships

  • Moral issues and Philosophy

  • Sikhism and Hinduism


At GCSE pupils follow the AQA Religious Studies specification A. 
Pupils will complete:

Unit 1 study of religion.
This looks at Christianity and Buddhism
For each religion they will look at beliefs and practices. For example death rituals, ideas about life and death, types of worship and work in the community. These ideas are then applied to unit 2.

Unit 2 Thematic Studies.
Four ethical topics are explored and look at religious and non-religious ideas about each area. The topics are family and relationships, Life issues- which includes abortion, the environment etc. war and peace and crime and punishment.
This will cover topics such as war and peace, value of life and evil and suffering.

The Exam

2 papers
1 hr 45 mins each
one paper for beliefs and one for themes each worth 50%


Students follow the AQA religious studies course.  There are 2 Units of study:
Philosophy and Ethics
Christianity and dialogues

Within philosophy and ethics pupils will cover topics like evil and suffering, free will, situation ethics, animal experimentation and cloning.

In Christianity pupils will explore topics like authority within the church, religious traditions and practices and the role of women within the church. This paper also contains the dialogue section. Students have the opportunity to explore Christianity within philosophy and ethics and make connections between topics and write detailed essays.

The Exam
Two 3 hour papers = 50% each
In Year 12 and 13 all students follow RE in Period 1 with a philosophical or ethical issue for debate.

Rachael Knowlson                                                                                                                                                         
R.E Head of Subject

Vicky Gray
Humanities Head of Faculty 


Course Components:

Would you like to…..?

  • Learn the logic behind legal thinking
  • Understand how and why laws are made
  • Find out more about your own rights and responsibilities
  • Get a valuable overview of the law
  • Make informed decisions about future study

Even if you aren’t aiming for a career in the legal profession, a grounding in law is valuable on your CV. That’s because a GCE in Law helps you to think in a very logical way by breaking a problem into its component parts. And in many managerial positions, a basic understanding of law is a distinct advantage.

A GCE in Law will enhance your chances of being accepted into university, either to take a law degree, a social science or business degree, or any other course of study. So whether you want a career in the law, or in other areas like education, human resources, finance or business, A Level Law can really open doors for you.

What you will study A LEVEL:

100% exam, 3 exam papers at the end of year 13

Year 12– Law Making and The English Legal System and an introduction to Criminal Law and Tort Law (including: Juries, how laws are made, Assault, Grievous Bodily Harm and Negligence)

Year 13– Criminal Law: Offences Against the Person, Offences Against Property, Tort Law and Human Rights. (Including: Murder; Manslaughter; Theft; Robbery; Blackmail; Defences)

Entry Requirements 

5 GCSE’s at grade 4 and above including English, and a grade 4 or above in a Humanities subject (History, Geography or Religious Studies)

Examination Board (AQA)

Please visit their web site at and follow the link to GCE Law for further information or contact Miss J Boxall (Humanities).

BTEC Level 3 Applied Law

Course Description:

In year 12 you will study 3 units:

Unit 1: Dispute solving in the legal system (10 credits)

Unit 2: Understanding law making (10 credits)

Unit 3: Aspects of legal liability (10 credits)

In year 13 you will study a further 3 units:

Unit 4: Unlawful homicide and police powers

Unit 5: Aspects of property offences and police powers

Unit 8: Aspects of the law of tort

Jess Boxall                                                                                                                                                                      
Law Head of Subject

Vicky Gray
Humanities Head of Faculty 


Year 7 work includes:

Observational drawing
Portrait painting
Collage – Matisse style circus cut outs.
3D studies – preparatory pastel gargoyles.
Terracotta gargoyle masks.

Paul Carey
Art Head of Subject

Ed Harper
Creative Arts Head of Faculty 


At Shoeburyness we run a successful music department, with a tradition of good wind and choral ensembles.

In year 7 we teach:

  • Basic knowledge – Instruments of the orchestra.
  • Musical Elements
  • Note reading
  • Rhythm reading
  • How to write a melody using notation.

We also run a band method programme that enables students to learn wind instruments as part of their KS3 curriculum. They will learn:

  • Band Method – Basic skills.
  • Learning to read and play music on selected instrument.
  • Learning music theory (above and beyond simple notation)

In year 8 we teach:

  • Basic Knowledge – Intervals and chords
  • Compositional techniques (Ostinatos, Fanfares and Call and Response)
  • Continue how to read and play pieces of Music (simple)

Band Method students will:

  • Band Method – Intermediate
  • Learning to play both solo and ensemble music pre-grade 1/grade 1.  (AOS1 GCSE)
  • Learning music theory (grade 1)

In year 9 we teach:

  • Basic Knowledge –  Learning about more popular GCSE components AOS 4 and 5 (Jazz, Disco and Film)
  • Continued recall of notation, sequencing.
  • Last term spent on AOS5 conventions of rock and pop – 1950’s to present day.

Band Method students will:

  • Band Method – Intermediate
  • Learning to play both solo and ensemble music (for some) grade 3 and 4.  (AOS1 GCSE)
  • Learning music theory (grade 2)
  • Using computer software Logic to begin using learnt theory skills to complete GCSE styled compositions from set briefs.

At GCSE level (KS4) students will learn:

  • Knowledge – AOS 1 – solo and ensemble performances. Composition (Coursework)
  • AOS2 – Concerto through time
  • AOS3 – Rhythms of the world
  • AOS 4 – Film and Game Music
  • AOS5 – Conventions of Rock and Pop


  • Monday Lunch – Year 11 GCSE Revision (MU1 12:30 – 1:15pm)
  • Monday After School – Choir (MU1 3-4pm)
  • Monday After School – Music Tech Club (MU1 3-4pm)
  • Tuesday Lunch – Clarinet Group (MU1 12:30 – 1:15pm)
  • Tuesday After School – CONCERT BAND (MU4 3-5pm)
  • Wednesday Lunch – Flute Group (MU2 12:30-1:15)
  • Wednesday After School – JAZZ BAND (MU4 3 – 4pm)
  • Wednesday After School – Sax Quartet (MU4 4-4:30pm)
  • Thursday Lunch – String Group (MU1 12:30 – 1:15pm)
  • Thursday After School – Brass Group (MU2 3 – 4pm)
  • Friday Lunch – Saxophone tuition (MU2 12:30 – 1:15pm)

Please call us on 01702 292286 Ext 131 for more information. Please follow us on twitter @musicdep_shs

Theatre Arts

Our students have once again shown throughout the past year what a talented group of students they are, producing some fantastic exam results, creating breath-taking performances and representing our school within the local community and nationally.  Within lessons students develop not only their practical skills in acting, singing and dancing through a variety of schemes of work based around different genres of musical and plays, they also look at their analytical skills, not only of their own work but also the work of others.

Last year’s school production of Made in Dagenham was our most popular and successful school production ever!  The production was nominated for three different NODA awards.  Our back stage crew were nominated for the best set and technical production and our students were nominated for the Best Youth production.  We are pleased to announce that we were the successful winner of the Best Youth Production in District 10, but we were also the winners of the Best Production in the whole of District 10, this award put us against all of the adult groups within the regions and we couldn't be more proud of our students in this achievement.  Congratulations to our largest cast yet of 120 students.

The success of the department continues both within lessons, professional workshops and also with our Shoebury Dynamix troupes.  The Dynamix have performed not only at local venues within the community but also the Sadler's Wells Theatre in London, providing the students with invaluable experiences that I hope they treasure forever.

This year’s school production of We Will Rock You proved to be another fantastic performance with an cast of around 140 students who will began their rehearsals in September. 

We hope that our new gifted and talented students will audition to join the Shoebury Dynamix troupes which will begin again in January and wish all of our Theatre Arts students another successful year.

We have a thriving extra-curricular time table of events.  All our activities are open to all year groups, School Production, Drama Club and Shoebury Stars are non-selective and anybody can come along and learn new skills within the Performing Arts.  All groups have the opportunity to perform at the Easter and Summer Theatre Arts showcases where friends and family are able to purchase tickets to watch.  Dance Troupe and Glee Troupe also open to all years but every member must attend an audition, these are our competition and show troupes who are given the opportunity to compete at local events and perform in theatres across England and the South East.

Theatre Arts Courses

Year 10 and 11 – BTEC Level 1 / 2 Technical Award in Performing Arts and Drama

Year 12 and 13 – RSL Level 3 Diploma in Creative and Performing Arts (Musical Theatre)

Danielle Jameson
Theatre Arts Head of Key Stage

Ed Harper
Creative Arts Head of Faculty 

Child Development

Do you enjoy working with children?
Are you interested in how we develop?
Are you interested in caring for others?
Do you enjoy discussing up-to-date news items?

This GCSE will provide opportunity for you to find out about the needs of pre-school children and the best ways in which these can be met.

This subject can lead to further study to gain qualifications in the caring professions, nursing, and teaching as well as being a good basis for the study of Health and Social Care in year 12 and 13.

Karen Andrews
Social Science Head of Faculty 

Health and Social Care

Health and Social Care is delivered as an option subject in both KS4 and 5. Students interested in pursuing careers in health, education or care settings often choose these courses as they provide a foundation for the skills required in these settings; however, students also follow this path to develop a range of other transferable skills such as communication and research.

Cambridge National Certificate (level 2)

This course is studied in years 10 and 11

What will I study?

Unit 1 Essential values of care for use with individuals in care settings

1 hour externally assessed written paper, mandatory (25%)

  • This mandatory unit focuses on the rights of individuals and will instil the values of care to be used when working in a health, social care or early years environment.

  • All good practice is based on these values and enables those who use and work in care settings to apply quality practice.

  • The unit also provides an overview of legislation and its impact on the care settings and covers the hygiene, safety and security matters that relate to promoting a healthy and safe environment.

Unit 2 Communicating and working with individuals in health, social care and early years settings (25%)

Centre assessed task, mandatory

This unit will provide learners with the underpinning knowledge and understanding of how to communicate effectively and what personal qualities will contribute to the creation of a caring environment when working with individuals in a health, social care and early years setting.  

In addition to these two compulsory units you will also have to complete a further two units from a selection offered by the exam board (50%)

This subject can lead to:

Health & Social Care Advanced courses Post-16.

Careers in nursing, midwifery, medicine, police service, early years education, social work, care assistants, probation service, child care and teaching.

Cambridge Technical in Health and Social Care (level 3)

This course is studied in years 12 and 13

  • Are you interested in people?

  • Are you curious about the careers H&SC could lead to?

You will have 6 lessons per fortnight for year one and then you will progress onto the second year of the course to gain the overall qualification of the Extended Certificate in Health and Social Care. You will cover 3 units in the first year:

Unit 1 Building Positive Relationships (Coursework Unit)

  • This unit aims to introduce you to the many different relationships that you will encounter within the health and social care sector

  • You will get a chance to apply communication and relationship building skills in a practical way

  • You will need to consider how different factors, can impact on the building of positive relationships.

  • The unit will help with your relationship building skills

Unit 2 Equality, Diversity and Rights (Examination Unit)

  • You will need to understand the implications of diversity on practice and also the effects of discriminatory practice on individuals who require care or support.

  • You will gain an appreciation of how legislation and national initiatives can support and promote anti-discriminatory practice

Unit 3 Health, Safety and Security (Examination Unit)

  • This unit introduces you to health, safety and security in health and social care

  • You will acquire the necessary knowledge and skills to equip you in maintaining a safe working environment for yourself, your colleagues and individuals who require care and support

  • You will also learn how to respond to different incidents and emergencies with health and social care settings.

What grades do I need to have to get on the course?

5 GCSEs at C grade or above including English and Maths

Karen Andrews
Social Science Head of Faculty 

Scope and Reshape

At KS3 Social Curriculum Opportunities for Personal Education (SCOPE) provides students with the knowledge and understanding essential for the development of confident, healthy and well balanced individuals.

During KS3 pupils will complete a Citizenship project whereby they will explore issues within the local community at year 7, progressing to issues within the UK including British values in year 8.

At KS4, students study RESHAPE (Religious, Economic, Social, Health and Personal Education). This programme continues to equip pupils with the knowledge and skills to deal with the range of issues they face as they grow up.

Both KS3 and KS4 students will receive one lesson per fortnight covering a range of issues related to their health and well-being and following the statutory guidelines which have recently been introduced by the government.  The ares included are:

•    Drugs and alcohol education
•    Emotional health and well-being including mental health issues
•    Sexual health and relationships education
•    Nutrition and physical activity
•    Personal finance and economic awareness/well-being
•    Personal safety including keeping safe online
•    Careers education and transferable skills
•    Work related learning

Karen Andrews
Social Science Head of Faculty 


What will I be doing?
Psychology is the scientific study of behaviour and the mind. Psychology is located in scientific method and studying it at A-Level allows for extensive evaluation from a range of perspectives. You will have the opportunity to develop a wide-ranging set of key skills, including being able to communicate effectively using appropriate language, to interpret and critically assess scientific data, and to research and critically evaluate a range of sources. The course allows you to understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society. The acquisition of such a diverse range of skills will be of great benefit to you in further education, the workplace and society in general. A qualification in Psychology A-level or BTEC can lead to studying a social science at degree level e.g. Sociology, Psychology, Criminology etc. Studying Psychology can lead to a variety of different jobs such as becoming an educational psychologist, working in the police force or becoming a teacher.

We offer Psychology as an A-Level and as a BTEC qualification.

A-Level Psychology

What’s in the exam?
You will sit three external examinations all taken at the end of 2 years.
The first exam (2 hours) is assessing your knowledge of research methods and is worth 30% of the final grade. It is based on planning, conducting, analysing and reporting psychological research across a range of experimental and non-experimental methodologies and techniques. 
The second exam (2 hours) is assessing your knowledge of psychological themes through core studies and is worth 35% of the final grade. It Introduces some of the central areas of investigation in psychology organised in key
themes. Each key theme is represented by a classic and a contemporary core study.
The third exam (2 hours) is assessing your knowledge of applied psychology and is worth 35% of the final grade. It is based on issues in mental health, and studies within child psychology and criminal psychology,

What coursework do I have to do?
There is no coursework.
There will be regular class assessments throughout the course.

What grades do I need to have to get on the course?
You must achieve 5 grade 5 GCSEs including English Maths and Science in order to study A-level Psychology.

BTEC Level 3 National Extended Certificate in Applied Psychology

You are assessed by two external examination units and two internally assessed coursework units.

What’s in the exam?
You will sit two external exams, one taken at the end of year one and one taken during the second year.
Unit 1: (1.5 hours) is assessing your knowledge of psychological approaches and applications. It is based on key concepts as used to explain aspects of human behaviour and includes concepts and research from
approaches in psychology and applying them to contemporary issues in society.
Unit 3: (2 hours) is assessing your knowledge of health psychology. It is based on psychological approaches, theories and studies related to lifestyle choices, unhealthy behaviours and behavioural change, linking them to their specific contexts.             

What coursework do I have to do?
Two units are coursework which covers research through a set of assignment briefs.
Unit 2: is an internal assessment on conducting psychological research. It allows you to develop knowledge, understanding and skills in the scientific process and in psychological research methodology through your own psychological research project.
Unit 4: is an internal assessment on conducting criminal and forensic psychology. It allows you to explore the different theories used to explain criminal behaviour and the application of criminal and forensic psychology in the criminal justice system.

What grades do I need to have to get on the course?
You must achieve Pathway 3 entry requirements plus: Grade 4+ in GCSE maths in order to study BTEC Applied Psychology.

Amanda Treherne
Psychology Head of Subject 

Karen Andrews
Social Science Head of Faculty 


What will I be doing?
The course is for those wishing to learn more about society. It focuses on culture, identity, inequality, globalisation and crime and deviance. Sociology is a demanding course enabling students to acquire knowledge and a critical understanding of contemporary social processes and social changes. Students have the opportunity to develop a broad set of transferable key skills, including the ability to analyse and formulate clear, logical arguments with scope for extensive evaluation from a range of theoretical perspectives.

What’s in the exam?
You will sit three external examinations all taken at the end of 2 years.
The first exam (1 hour 30 minutes) is assessing your knowledge of socialisation, culture and identity and is worth 30% of the final grade. It is based on themes developed through the context of one of three options: families and relationships, youth subcultures or media.
The second exam (2 hours 15 minutes) is assessing your knowledge of researching and understanding social inequalities and is worth 35% of the final grade. It is based on methods used to conduct research and inequalities in areas such as gender, ethnicity, social class and age.
The third exam (2 hours 15 minutes) is assessing your knowledge of debates in contemporary society and is worth 35% of the final grade. It is based on globalisation and the digital social world through a detailed study of one of three options: crime and deviance, education or religion, belief and faith.

What coursework do I have to do?
There is no coursework.
There will be regular class assessments throughout the course.

What grades do I need to have to get on the course?
You must achieve 5 grade 5 GCSEs including English and Maths in order to study A-level Sociology.

What could this lead to?
Sociology A-level can lead to studying a social science at degree level e.g. Sociology, Psychology, Criminology etc. Sociology is a wide subject that can lead to a variety of different jobs as it covers such a broad range of topics.

Amanda Treherne
Sociology Head of Subject 

Karen Andrews
Social Science Head of Faculty 



The Achievement Pathway covers Years 7, 8 and 9. There are two groups in year 7 , one in year 8 and one in year 9 , with approximately 15 students in each group. Most groups are housed in our purpose-built Learning Resource Base (LRB), which accommodates students with a diverse range of learning needs. Some students with Education Health and Care Plans will join the pathway having been allocated a specific LRB placement when transitioning from KS2. (Please see criteria for LRB placement at the end of this document). The students’ abilities are regularly reviewed and students may move across pathways.
Each class is staffed with a teacher who delivers a differentiated curriculum consisting of English, Maths and Humanities subjects and Learning Support Assistants who support students according to their needs. Students are taught other subjects (Science, Technology, ICT, Creative and Expressive Arts and PE) by subject teachers. In addition, each Year Group will participate in Forest School sessions. This is an outdoor learning lesson which develops social interaction and confidence which in turn supports students to progress across the curriculum. In Year 7, the groups are streamed according to ability. The students who can work with more independence, year 7 Achievement Plus, are taught by a wider range of teachers, with a view to transitioning students to the Success Pathway. The Achievement Pathway teachers focus on English and Literacy skills with these students, to support their potential move across to the Success Pathway.

The students receive personalised learning which supports them in a way which will help them reach their full potential, regardless of their starting point. Students’ needs are diverse and these needs are supported through the use of information from KS2 in conjunction with our own testing, to produce an Individual Support Plan (ISP) for each pupil. This plan provides information to all staff on needs, including interventions and support required in class. Students are praised and rewarded when they achieve, which raises confidence and self-esteem and in turn the desire to continue to succeed. Staff organise enrichment activities, including days out and competitions, to further enhance the students’ learning experience.
High importance is placed on the core Literacy skills of reading and spelling. Regular diagnostic testing is used to highlight gaps in students’ knowledge and to address these through a range of interventions. Students will receive additional support during our ‘Period 1 Interventions’ where LSAs work with small groups or one-to-one with students who have needs in handwriting, Literacy, Maths and many other areas, aiming to consolidate the work achieved in class. Successes are celebrated.  
All our staff will endeavour to promote a calm, nurturing atmosphere which enables students to feel safe and cared for, leading to progress in their learning.


When students reach Year 10 they will embark upon a different journey known as the Foundation Learning Tier. Students have a Foundation teacher who they become familiar with as well as LSA support in class. Classes are small, with a maximum of approximately 16 pupils. This teacher delivers a 2 year course comprising of English and Maths functional skills. In addition, a range of additional qualifications will be offered, dependent on the cohort, including Entry Level Certificates and BTECs, such as Art and History. Students will take Entry Level and Level 1 qualifications in Years 10 and 11 and may have the opportunity to access some GCSEs, where appropriate. Qualifications in DT, PE and Science are delivered to students by subject teachers from those departments. We aim to personalise learning in order to engage students and to ensure they fulfil their individual potential.

High importance is placed on English and Maths, as progression in these subjects gives students the skills and qualifications needed for the future and gives students more choice when progressing into Post 16 education. Individual Support Plans are used in Foundation to ensure students’ needs are highlighted to all staff and that appropriate interventions and strategies are in place to support progress.
Throughout their time in the Achievement and Foundation pathways, students will develop a trust and bond with staff that is not always easy to achieve in a large secondary environment. This creates a very positive learning atmosphere and a very happy school life.

Shoeburyness Learning Resource Base

The Local Authority’s Special Educational Needs Panel will consider students with Education Health and Care Plans (EHCP) for admission to the Learning Resource Base and will take into account the following criteria:

  • Progress will be limited and cross most areas of development
  • They are likely to have a significant learning disability
  • They may have significant needs with self-help, personal care and independence skills
  • They may have medical, sensory or physical needs:
  • They may have significant nursing needs associated with their physical disability or medical conditions. They may require, for example gastrostomy feeds, catheterisation or tracheotomy care, intensive daily heath care input.
  • Students may have deteriorating and life-limiting medical and physical conditions requiring considerable physical and emotional support for themselves and their families.
  • Students may require assistance in relation to their mobility needs, having a low level of independence of mobility; others may develop independence of mobility e.g. through the use of electric wheelchairs.

The curriculum to meet the provision described in students’ statements/Education Health and Care Plans will include:

  • The students will be working with peers, with regular targeted teaching in a small group. 
  • A differentiated curriculum with modified level, pace and approach with access to structured literacy and numeracy programmes as part of delivery of the national curriculum;
  • Small group or individual teaching on a daily bais to ensure understanding and to assist in expressing views and to take account of additional difficulties;
  • Programmes and support to develop cognitive skills and reasoning
  • A high level of pastoral support to avoid undue distress and anxiety;
  • Support for practical activities and to assist mobility in class;
  • Materials to facilitate access to the curriculum; 

Some students will need emphasis on language, understanding, personal independence and literacy, numeracy and life skills work with:

  • A consistent, structured environment with direct teaching.
  • Core skills will be appropriately differentiated and different methods of delivery will be employed.
  • Older pupils will require greater attention to work skills, personal and social goals and practical applications.

Specialist resources/equipment needed to meet students’ identified needs:

  • Access to ICT and specialises materials as required.
  • Access to specialist advice from within school.
  • Access to high quality technical and curricular aids to extend skills and motivate pupils. Direct teaching schemes, specific specialist programmes for learning needs.
  • Strong community and parent involvement and real life settings.
  • Access to a withdrawal area and/or sensory room.
  • Buildings that ensure safe mobility and access for students using a variety of equipment including wheelchairs and frames

Rachael Roberts

LRB Head of Faculty 

Design and Technology

In Years 7, 8 and 9 pupils follow a course of study specified by the Design and Technology Progression Framework, in which they investigate existing products, looking at the materials and ingredients used and how they are manufactured. They carry out further investigative tasks including market research to draw up a specification for a product that they then design and make, this product is then evaluated against the original specification. Over the course of KS3 pupils learn a range of techniques and processes of increasing difficulty, in order to make high quality end products.

Throughout all years the students are given the opportunity to develop their ability to manufacture products of quality, using both traditional hand tools and more Computer Aided Design and Manufacture (CAD/CAM). 

Within our Food curriculum at KS3, to ensure that everyone who participates in the course is able to gain practical experience the school provides all the ingredients for practical lessons free of charge to the pupils.   Dishes covered include British classics such as scones and International favourites such as chicken stir fry, ratatouille and spaghetti bolognaise.  We are a healthy eating school and this is reflected in the recipes that students use.  At the end of each food unit, students are given a task which requires them to plan and make a healthy dish of their own choice.


The Excel Pathway covers years 7, 8 and 9 and is for pupils who work better in a more kinaesthetic environment. We do also have pupils that benefit from the setting who have different learning styles but need a more differentiated curriculum.

All classes are fairly small catering for approximately 16 pupils and are staffed with both an Excel Teacher who delivers a differentiated curriculum consisting of English, Maths, SCOPE, History, Geography and R.E. as well as additional subjects* (see below) and a Classroom Manager. As well as this there is also an LSA where there are SEN pupils. Pupils will be taught other subjects such as Science, Technology, ICT and Creative and expressive Arts by subject teachers.

The Classroom Manager is the Learning tutor for their groups and also supports them in all of their lessons with other teachers to maintain consistency and expectation across the curriculum. There is a diverse ability within the pathway and pupils are not placed based on ability but by learning style.

High importance is placed on engaging and enthusing our pupils and so the curriculum is structured with that in mind. The pupils within this pathway benefit from having additional lessons such as *Forest School (outdoor learning)/Enrichment, for social interaction and Double Club which is a literacy and numeracy intervention catered to the pupils interests e.g. Football or cooking.

Pupils are offered many interventions depending on their needs which are run by Learning Support and Excel staff and some pupils are given mentors to support them in areas that need developing. We offer a lunch club where pupils can go and interact with their peers and also homework club after school run by the Classroom Managers. In addition, Excel teachers run after school intervention sessions to support target groups in literacy and numeracy.

The success of our pathway in largely down to consistency for the pupils which offers security and reassurance and also with the interaction that the staff have with parents so that the pupils have support from both school and home to enable them to be successful. We set high expectations which challenge our students and focus on their learning to enable them to meet their expected target grades.

Andrew Newman

Excel Head of Faculty