The curriculum at Bolton Islamic Girls School aims to ensure that each learner obtains a broad, balanced and engaging diet of subjects. Our ethos is to believe, achieve and you will succeed. Respect is at the heart of everything we do. Respect for a culture of lifelong learning and its power to transform lives is our secret for success. Our curriculum is not only ambitious but it also embodies mutual respect, humanity and a passion for learning in every subject. All learners are encouraged to study courses which link to their future career aspirations, therefore building skills and knowledge for future learning and employment. We believe that planning for the future early helps success grow.

This is why all our learners receive reliable guidanceto inform them throughout the five year journey. Our curriculum is designed to offer breadth, depth and creativity and is underpinned by essential core humanitarian values from all learners. The expectations of all learners at Bolton Islamic Girls School are unequivocally embedded into the school ethos,whether learners are studying academic, technical or vocational courses.

Our ambition is to create a culture of understanding and tolerance which enables learners to progress and contribute successfully to the wider society.

Curriculum Delivery                                                                                                                                                            The school curriculum is used as 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. 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 FBV and 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 pupil’s 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 studied are outlined below:

Core Subjects  

  • GCSE English language
  • GCSE English literature

•    GCSE Mathematics

•    GCSE Biology

•    GCSE Chemistry

•    GCSE Physics

  • GCSE Combined Science Dual award
  • PSHE
  • Religious Education
  • Islamic Studies  (Tazkiya, fiqh, Aqeeda, Seerah and Hadith)
  • Quran

EBacc Subjects

  • GCSE History
  • GCSE Arabic
  • GCSE Urdu

Open Group

  • GCSE Religious Education
  • GCSE Fine Art
  • GCSE Computer Science

• Physical Education

  • Food Technology
  • Nasheed/Drama
Sept2018/July 2019  – Number of Lesson for each subject
 Subject Year 7 Year 8 Year 9 Year 10 Year 11 Subjects Year 11
MATHS 4 5 5 5 MATHS 5
ART/Food Tech 2 2     Art/History 5
ART/Comp Sci/ICT     2 2 ICT 1
RE 2 1 2 2 RE 3
URDU 2 2 2 3 Maths Intervention 3
ARABIC 2 2 2 3 Quran 2
CITIZENSHIP 1 1 1   ….
PSHE 1 1 2 ….   ….
COMP SCI 1 1 1 ….   ….
ICT …. …. ….     ….
QURAN 2 2 1 2    
HISTORY 2 2 2 3   ….
Nasheed/Drama 1 1 …. ….   ….
PE 2 2 2 2    
Reading 1 1        
TOTAL 35 35 35 35   35

This Table indicates the number of lessons given to each subject.

In year 10 and year 11 girls study the core subjects of English Language and Literature (5 period per cycle) and Mathematics (5 periods) to GCSE. 

All girls take Biology, Chemistry and Physics as separate subjects to a minimum of the GCSE combined science synergy award (2 GCSE’s) on 2 or 3 periods per cycle. 

Girls also take History/Art, Urdu/Arabic and RE  to give a total of 9 or 10 GCSE’s.

After this cohort of year 11 have completed the course History will become a core subject for all. 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 Fine Art or GCSE Computer Science or ICT Functional Skills.

GCSE exam boards are either AQA or Pearson/Edexcel.

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.  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 at