Curriculum Policy

The school curriculum is a medium, which provides a sound and comprehensive education for our students. It complements, deepens and sometimes helps to modify the perceived world in which a pupil moves.

At Bolton Islamic Girls School we believe that our curriculum should allow equal opportunity of all facets of personal development to flourish. Whether it be, linguistics and literacy, mathematical, scientific, moral, physical, spiritual, creative, social and technological. The curriculum does not undermine fundamental British values and actively works hard to promote SMSC Education throughout.

Within the school context, teachers will use methods which their skills training and experiences show them to be most effective in bringing about each pupils fullest potential. Each pupil will follow a curriculum which:

  • Is broad based, balanced and designed to emphasise the relevance of the knowledge, skills and understanding, through learning programmes and experiences.
  • Provides continuity of coherent learning experiences as well as progression through the year groups.
  • Offers challenge leading to the highest standards of personal achievement, through recognition of individual needs according to ability and aptitude.
  • Assess the progress and attainment of each pupil.
    • To determine whether individual learning objectives have been achieved.
    • To identify the individual pupil’s progress in different aspects of the curriculum.
    • To inform the setting of further learning objectives.
    • To inform pupils and parents about individual achievements.
    • To enable the study of long term trends in pupil performance.
    • Records the progress and attainment of each pupil and reports to parents in a way that:
    • Demonstrates the outcomes of the national curriculum and other accredited assessments.
    • Records experiences and achievements, where relevant in all subjects.

In line with the National Curriculum, the subjects taught include:

  • English language
  • English literature
  • Mathematics
  • Biology
  • Chemistry
  • Physics
  • computer science/Information Communication Technology
  • Art
  • Religious/Islamic Education
  • Physical Education
  • Arabic
  • Urdu
  • History
  • Citizenship
  • Islamic Studies
  • Food Technology/Music
  • Personal and Social Health Education

Sept 2016-Sept 2017 - Number of Lesson for each subject

Year 7 Year 8 Year 9 Year 10 Year 11
MATHS 4 4 5 5 6
ENGLISH 4 4 5 5 6
SCIENCE 4 4 8 6 5
AALIMA 4 4 3 3 2
ART 2 2 2 3 4
RE 1 1 1 2 2
URDU 2 2 3 2 -
ARABIC 3 2 3 3 6
PSHE 1 1 - - -
COMP SCI 2 2 1 - -
ICT - - - 1 1
QURAN 1 1 1 - -
FOOD TECH 2 2 - - -
HISTORY 1 2 2 - -
MUSIC/DRAMA 1 1 - - -
PE 2 2 2 2 2
TOTAL 35 35 35 35 35

In year 10 and year 11 girls study the core subjects of English Language and Literature (5 period per cycle) and Mathematics (6 periods) to GCSE. All girls take Biology, Chemistry and Physics as separate subjects to a minimum of the GCSE Synergy award (2 GCSE’s) on 2 or 3 periods per cycle. Girls also take Urdu and/Arabic, Art, RE, Citizenship to give a total of 10 or 11 GCSE’s. Each period has 2 to 4 periods teaching per cycle. Current year 7 and 8 learners will also be given the further opportunity to choose between GCSE History or GCSE Computer Science. GCSE exam boards for English and Science Exams are AQA, all other exams are sat with pearson/edexcel exam board.

Departmental Planning and Delivery

Within this overall curriculum structure the responsibility for devising schemes of work and delivering the curriculum lies with the Head Teacher and SLT. SOWs or termly plans will guide the day to day work of the different subject teachers. SOW’s are being further developed to include SMSC, FBV, Differentiation, Cross curriculum links, AFL methods, and learning support comments (See Appendix 1). Teachers are encouraged to have an agenda item on teaching and learning at planned meetings. The nature of classroom teaching is guided by BIGS SOW’s and marking, assessment and feedback policy.

Personal Social Health Education and Careers Guidance

Through P.S.H.E pupils are actively prepared for the responsibilities that arise through life, including those offered by family and the working environment, within a multi-cultural and technological society.

The course also aims to help pupils to become effective learners. Major themes include: -

  • Self awareness
  • Developing good relationships and respecting the differences between people
  • Job opportunities and the world of work
  • Economic and social understanding
  • Health education

PSHE and careers guidance are delivered through the PSHE lessons, by the pastoral system, assemblies and form meetings, through curriculum study and the wide variety of extra-curricular activities.

Every effort is made to ensure that learners are given impartial career guidance from either local colleges or universities. Learners are also given the opportunity to visit places of further education and are given guidance by people from these establishments on how to make future career choices.

Learners are encouraged to realise that it is never too late to reach their full potential and they should not shy away from aiming for any career choice.

Curriculum Management and Delivery

The curriculum content and delivery is managed by the Head Teacher and SLT, in leading the team of teachers, who meet each week in PPA meetings to discuss issues affecting the curriculum and teaching and learning. Any initiatives are fed back to all staff on inset days.

Dr Zakia Maqbool (Head Teacher) is responsible for the organisation of the curriculum throughout the School and welcomes contact from parents or prospective parents to discuss any aspects of our provision in this area.

Contact can be made via email atHeadTeacher@boltonislamicgirlsschool.org.uk