The curriculum is based on the English Baccalaureate. This comprises of 5 key subjects that include English, Maths, Science, a Humanities subject and a Modern Foreign Language. The school also offers additional subjects that include Enterprise, PE, Citizenship, Islamiyat, Tarbiya and Art.

The examination board that OTHS follows is EdExcel and our students will be sitting a minimum of 8 GCSE subjects.


Languages are part of the cultural richness of our society and the world which we live and work in. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Being a school that follows an Islamic ethos, we at OTHS wish to establish wider links wherever possible throughout the community that enhances both the Islamic ethos and identity of our pupils. With at least one Modern Foreign language being a requirement of education, a school must decide which language it wishes to provide for its students. The availability of the Arabic language at GCSE level meets both the educational criteria and the Islamic values which the school aims to offer, as it is the language of the Qur’aan and the Prophet (Peace be upon him)  Arabic is taught from Year 7 and pupils begin the GCSE in year 10 which is examined through Edexcel Examination board.

Pupils learn to converse in the Arabic language and come to understand basic written and spoken Arabic. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world.

Art and Nasheed

In KS3 the pupils have the opportunity to explore and extend their understanding of the exciting elements of Art, which include the use of line, colour, texture, tone, value, pattern, shape, form, space and composition. The pupils are encouraged and inspired to progress further in utilising this knowledge and skill to create Islamic themed group/ individual projects.  They work with traditional and new media, developing independence, confidence, creativity and imagination. Most importantly, they learn to make continuous key links with their existing knowledge of Islam that can be fused with their culture and the environment that they reside.

Subsequently, the pupils have the pleasure of a consecutive or occasionally combined Nasheed lesson. Within these spiritual and reflective sessions, pupils engage in exploring their vocal ability and develop their understanding of the genre of Nasheed.

Other key aspects include;

  • understanding basic musical concepts (e.g. rhythm, pulse and pitch)
  • achieving healthy posture and breathing
  • simple notation and composition
  • exploring different faiths through learning about religious music traditions, and singing in both English and foreign languages (primarily Arabic and Urdu).

Furthermore, as a form of assessment and to celebrate the achievement and progress of   pupils, they are coached to perform in unison/group/independently in front of their class/ year group/key stage.


At OTHS Citizenship is taught at Key Stage 3. Citizenship is about helping our girls learn how to become active, informed and responsible citizens. It gives students a voice: in the life of their schools, in their communities and in society at large.

We focus on:

  • Knowledge and understanding of citizenship from an Islamic perspective
  • Developing skills of enquiry and communication
  • Developing skills of participation and responsible action
  • Understanding of how we can contribute positively to society. This will include undertaking charitable activities.

At Key Stage 3, Year 7 and 8 have 1 lesson of Citizenship per week in which they are given the opportunity to further develop their knowledge and understanding of both Citizenship and PSHE as well as learning a new language in order to further develop their understanding of global citizenship. Citizenship is a way of behaving, thinking, and learning which supports personal and community development and life-long learning. The course at OTHS develops a broad view of education for active citizenship learning, one which is not restricted to traditional classroom teaching.


The English curriculum involves the integration of listening, speaking, reading, viewing, writing and critical thinking. It includes the cultural knowledge which enables a speaker, listener, writer, viewer or reader to recognise and use language appropriate to different social situations.

For an advanced technological society, our goal is to continue to develop literacy skills which allow pupils to function and progress both in an educational context and society in general. Our aim is to raise literacy standards across the curriculum through the development and use of effective and purposeful language opportunities. The department fosters an understanding of proficiency in, the English Language as well as lifelong enjoyment of Literature.

We wish to stimulate our pupil’s creativity and to enable them to become confident critics of a wide range   of media, all of which are assessed through the Edexcel GCSE Language and Literature exams at Key Stage 4.

Pupils are encouraged to respect the world around them together with the people of the world and their own society.  This is achieved through the judicious choice of texts and the sensitive development of issues which arise in the course of our teaching.


History enables the pupils to understand and appreciate how the past has shaped the modern world we live in today. They will be taken on a journey through time to visit different centuries, meet historical figures and experience various events.

To give you just a little flavour they will study from as early as the Bayeux Tapestry, from Islamic inventions to how the United Nations was formed. The syllabus in Year 7, 8 and 9 is structured to allow for a varied breadth of study of British, European and World History, which also facilitates the learning of Islamic History. The pupils will investigate, explore and analyse through the use of text books, Drama, Play Scripts and ICT.


The aim of the ICT department is to make students independent, confident and creative users of ICT.

Throughout the school ICT is core in all subjects therefore we do not teach ICT as a standalone subject. In KS3, all the requirements of the ICT National Curriculum are met as pupils discover how ICT is used effectively in the world around us. They learn how ICT can be used to find, develop, analyse and present information as well as safeguarding that includes cyber bullying and the dangers associated with the use of ICT.

In KS4, students encompass ICT within all their lessons. This provides opportunities for students to develop their skills and understanding of ICT across a range of subjects. Candidates embrace a range of ICT software, as used in the home, at school and in society. This enables the pupils to be aware of current and emerging technologies and the impact that advances in technology may have on themselves and others.


At Oak Tree High School, we believe that Mathematics is a vital tool in everyday living. It is equally important in decision making as well as in various employment sectors including Finance and Accounting. Furthermore, it contributes to the school curriculum by developing pupils’ abilities to calculate, to reason, to solve problems and to handle data. As Mathematics is such an important core subject, much emphasis is put on the way it is taught.

Our aims in the Mathematics Department are to:

  • Ensure a smooth transition for pupils between Key Stages.
  • Set challenging targets with high expectations for all pupils.
  • Offer a repertoire of approaches to teaching and learning so as to engage, motivate and involve pupils in their own learning.
  • Provide extra-curricular enrichment opportunities to enhance pupils’ enjoyment of Mathematics through various competitions, For example the UK Maths Challenge.

For Key stage 3 the school follows the National Curriculum Framework and for KS4 we follow the new GCSE Mathematics specifications for the Edexcel board.

Our objective is to enable pupils to build a secure framework of Mathematical reasoning, which they can use and apply with confidence in any spheres of their life. 


Tarbiya helps young people embrace life’s changes, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives. Being an Islamic Ethos school, OTHS aims to implant good morals into the hearts of its students through the development of a strong Islamic identity.

The Tarbiya programme has been designed to help students gain self-confidence, whilst abiding by the laws of the Shariah (Islamic law), encouraging them to appreciate diversity amongst people and promoting respect and tolerance for everyone and everything. It aims to create a sense of equality and wishes to actively promote community cohesion and diversity in order to prepare role models who will contribute towards social harmony.

Tarbiya is delivered to all year groups and its ultimate goal is to generate individuals with a strong Islamic ethos who can successfully differentiate between what is right and wrong, not only morally and ethically, but from an Islamic viewpoint as well.


Students are required to participate in a variety of activities including Football, Basketball, Netball, Badminton, Self Defence, Fitness and Cricket.

These activities provide an opportunity for the students to lead a healthy lifestyle. PE theory work is introduced in year 7 in order for them to form links with activities and create awareness of physical activity in our everyday lives.

The pupils are encouraged to participate in games and competitions during lunch periods and after school.

Parents can help by sending the correct kit/equipment with the students and to encourage them by participating in extra curriculum activities outside of the school day.

Our aim is to provide opportunities for the children to learn about healthy active lifestyles which will promote a safe and healthy lifelong participation in physical activities.

Religious Studies

Religious Studies coupled with Tarbiya and Islamyat is taught from Year 7. In KS3 all pupils developed an understanding Islam and morality from an Islamic view point. The pupils learn various Duas and Surahs.

This is then developed further in KS4 and the pupils follow the Edexcel RE Syllabus. This is assessed by two tests marked by the Edexcel examinations board at the end of each year.

Pupils have performed exceptionally well in this subject, achieving 100% A**- C grades in 2018.

Religious Studies is a dynamic subject which offers the chance to discuss and debate issues which really matter and concern every individual. It provides a window of opportunity for pupils to express themselves and their opinions. It helps to prepare our pupils to be ‘global citizens’ by learning about the part Religion plays in world affairs and why believers behave as they do.

It encourages them to reflect upon established moral codes and their own responses to them and to consider the possibilities afforded by medical research and associated ethical problems.

In effect, we aim to educate our pupils to be responsible and caring individuals towards the planet and all those upon it.

Year 1 – Unit 11 Example:
Beliefs & values ‘Allah has already decided everything that will happen to us.’   Do you agree?
Community & tradition Outline how Muslims show respect for the Qur’an.
Worship & celebration Outline what happens at jum’ah prayers.
Living the Muslim life ‘Britain would be a better country to live in if everyone followed the shari’ah law.’ Do you agree?
Year 2 – Unit 4 Example:
Believing in Allah What is agnosticism?
Matters of life & death What is voluntary euthanasia?
Marriage & the family Outline Muslim teachings on family life.


Science plays a part in almost everything around us, from the food that we eat to the technology behind space exploration. It makes incredible things possible. Where would we be without it?

Our pupils will be introduced to Chemistry, Biology and Physics. During their studies they will uncover and understand aspects of science such as atomic structure. This will enable our pupils to explain the reactions of the elements and see how this knowledge can be applied in industrial processes and technology. They will discover how sound is created and how this knowledge is applied in events and concerts. They will investigate how drugs and chemicals react and affect the human body or try you’re their hand as a toxicologist, where the knowledge of Chemistry is essential.

The GCSE science qualification will be achieved through the newly accredited Edexcel science specification developed in 2017.


If a pupil is wishing to explore Urdu as a GCSE, the school will support them and enter them for the Edexcel board GCSE Urdu language. We encourage the students to develop independent learning which leads to many students completing the GSCE Urdu independently.

We are proud to state that the results for the last 3 years have consistently been excellent for those girls that opted to sit for the Urdu GCSE. On average every year over 80% of the pupils who enter the exam achieve A** – A.


This a new subject that will be delivered in 2018-19. We will follow the Cambridge Board and he aims of the syllabus are to enable candidates to:

  • Acquire a knowledge of the major sources of Islam, its main beliefs and its early history
  • Develop an enquiring approach to the study of Islam
  • Identify and explore the religious, historical and moral questions raised in the material they studied

The exam comprises of 2 papers:

Paper 1

  1. Major themes of the Qur’an
  2. The history and importance of the Qur’an
  3. The life and importance of the Prophet Muhammad (pbuh).
  4. The first Islamic community

Paper 2

  1. Major teachings in the Hadiths of the Prophet.
  2. The history and importance of the Hadiths
  3. The period of rule of the Rightly Guided Caliphs and their importance as leaders.
  4. The Articles of Faith and the Pillars of Islam

Upon successful completion the students will achieve a IGCSE.


Oak Tree High School view Enterprise education as part of the economic well-being strand of Personal, Social, Health and Economic Education (PSHE).

Therefore Enterprise education will consist of enterprise capability, supported by financial capability and economic and business understanding.

Enterprise capability is the ability to handle uncertainty and respond positively to change, to create and implement new ideas and new ways of doing things, and to make reasonable risk/reward assessments and act on the students own personal and working life. It can also be described as innovation, creativity, risk management, having a ‘can-do’ approach and the drive to make ideas happen.

Financial capability will enable the students to have the ability to manage their own finances and to become questioning and informed consumers of financial services.

Economic and business understanding is the ability to understand the business context and make informed choices between alternative uses of scarce resources.

Enterprise education will be delivered through the students holding various events throughout the year that will enable them to acquire skills in planning, preparation, business planning, financial management, negotiation and evaluating on the success of their ventures. It will develop “Soft Skills” that are crucial to in communicating with the outside world.

Top of the page