Beaconhouse Margalla Campus Islamabad


Beaconhouse Margalla Islamabad Mission Statement

Beaconhouse Margalla Islamabad aims to be amongst the leading pre-eminent national as well as international educational institution, center of excellence that provides high quality education and fosters social, ethical, cultural and moral values producing sensible, imaginative, responsible, productive and creative youth. BMI aims at producing mature, knowledgeable, creative, unique, all- rounded and internationally minded graduates.

BMI-Mission Statement

Beaconhouse aims to be the leading IBDP School by developing the highest standards of academic excellence and unique talents globally. As a school community, we envisage to create a culture that thrives on communication, team spirit, forward thinking and excellence.

The programme is based upon a broad-based curriculum that:

  • Prepares students for University/Higher Education
  • Caters to students' future career requirements
  • Includes personality development components
  • Promotes the development of internationally minded pupils


Regional Office North

Executive Director:

Nassir Mahmud Kasuri

School Group Office

School Group Head: Ayesha Shabbir

Academic Manager: Rahat Agha


Cdre ( R ) Asif Butt

DP Manager

Ms.Bushra Jamal

CAS/SENCO Coordinator

Ms.Raphidah Shabbir

Librarian/ Extended Essay

Ms. Aweza Nabeel

TOK Coordinator


Ms. Zubia Akbar


Principal's message

Dear Parents,

Beaconhouse Margalla Islamabad is proud to be part of one of Pakistan's leading private schools systems The Beaconhouse School System. We have developed into a well-established learning community offering a fine quality education which is second to none. We have established a positive learning environment, that is a result of continuous and dedicated efforts of our outstanding teaching staff and administrators.

It is not only about academics, but also about our own values and traditions which are nurtured here at Beaconhouse Margalla Islamabad. Over the years our search for academic excellence has led to an expansion of programs and courses offered to our students. With the patience and devotion of parents and teachers, Beaconhouse Margalla Islamabad students’ are given the opportunity to develop skills that form the basis of an excellent education and that will help them to survive in today's society.

As precedence, CIE results have been a source of immense pride for Beaconhouse Margalla Islamabad, and this time was no different from our celebrated history. We earned 426 high achievers at A 1, 117 at A 2: Beaconhouse Margalla- Girls, shining with 69 high achievers and 110 was the number at our brilliant Beaconhouse Margalla Islamabad Boys. My heartfelt congratulations to the parents and their dazzling children.

We at Beaconhouse Margalla Islamabad believe in the role of extracurricular activities and the positive effects they can have on every students. Consequently, extracurricular has been the main focus at all levels in Beaconhouse Margalla Islamabad in many different forms, let it be sports, clubs, debate, drama, school publications, student council, and other social events students' participation has always been exemplary.

Childhood is a special time of learning, exploration and growth. Beaconhouse Margalla Islamabad is committed to being the best for our students and parents, teachers and staff are the key to our success. We must invest our time and energies in our nation's most valuable resource - Our Children.



Commander (R) Asif Butt

Principal Beaconhouse Margalla Islamabad


Coordinator's message

Dear Parents,

As Nelson Mandela said:

"Education is the most powerful weapon which you can use to change the world"

Beaconhouse school system, upholding its former tradition, is familiarizing a network of Candidate International Baccalaureate Diploma Program nationwide. Including the Beaconhouse Margalla Campus, the program is being offered in 7 campuses across the country, commencing from September 2015. The academic excellence must be used as a stepping stone towards meaningful contributions to the society.

Beaconhouse Margalla Campus is a candidate school for the Diploma Programme. This school is pursuing authorization as an IB World School. Beaconhouse Margalla Campus is highly committed to providing quality, challenging, international education  for our students.



Bushra Jamal

IB Diploma Programme Manager

Beaconhouse Margalla Campus- Islamabad

Pedagogical leadership team

Principal: Cdre (r) Asif Majeed Butt

DP Manager: Bushra Jamal

CAS Coordinator: Raphida Shabbir

Extended Essay Supervisor: Aweza Nabeel




Media Room

  • Latest equipment for Audio and Video tapping and Editing
  • Latest Film Making Facilities

IT Facilities

  • Smart Boards in all Classrooms and Labs
  • Centrally Wi-Fi Connected IB Block
  • Well Equipped IT Lab
  • Integrated Communication Technology
    • Digital Microscopes
    • Data Loggers
    • Tablets
    • Multimedia Projector in every Classroom and Labs


  • Collection of books in different Languages
  • Digital Library
  • Research Work stations
  • Online subscription to Exclusive Libraries an d Databases
  • Research Facilitator/ Supervisor
  • Well Reading Corners

Well established Security Department

Sports Facilities

  • Gymnasium
  • Sports Ground
  • Basket Ball Court
  • Table tennis Facility
  • Swimming Pool

Access Center

  • A team of Career Councilors facilitating Students for their future Plans

Science Laboratories

  • Well Equipped with technology
  • Latest Data Collection and Analyses Tools
  • Meeting all the safety Requirements

Special Education Needs

Project Based Learners

Personal Students Lockers

Roof Top Cafeteria


To be announced as planned


School will hold two Examinations in one academic year:

  • Midyear Examination
  • End of Year Examination

Apart from these two main examinations monthly assessments would also be scheduled throughout the academic sessions




Announcements will be made as scheduled

School calendar

Click here to view the calendar





Contact school



DP Subjects Offered at IBDP

Group 1

Studies in language and Literature


  • Language A: English Literature, Urdu Literature

Group 2

Language Acquisition

  • French Language Ab initio
  • German Language Ab initio
  • French Language B

Group 3

Individuals and Societies

Group 4


Group 5


  • Mathematics SL
  • Mathematics HL

Group 6

The Arts

  • Visual Arts



DP core

Candidates must fulfil three core requirements, in addition to passing his or her subject examinations to be awarded an IB Diploma:

  1. Extended Essay (EE):Students are expected to write an independent research essay of up to 4,000 words on a subject from a list of EE approved subjects.
  2. Theory of Knowledge (TOK):In this flagship element" of the DP, students are introduced to theories about the nature and limitations of knowledge (basic epistemology) and work to determine the meaning and validity of knowledge (critical thinking).
  3. Creativity, Action, Service (CAS):Students are provided with opportunities for personal growth, self-reflection, creative challenges, and a better understanding of themselves as responsible members of their communities through participation in social or community work (service), athletics or other physical activities (action), and creative activities (creativity).

Creativity, Action and Service (CAS)

CAS is a core requirement for all IB students. This requires students to participate in extra-curricular activities related to creativity, action and service and underpinned by the idea that the students ―think globally, act locally. It is an excellent opportunity to get involved in activities both here at Margalla Campus and also in the wider context of Islamabad and beyond. Student talents and skills are given a structured and reflective framework through which to explore their sense of holistic education.

IBDP students around the world have planned excellent activities for CAS such as raising funds for a village in Ethiopia, getting ―hoodies made for the children and then visiting the school and the community and helping to address their needs; working with Feline Friends; sports coaching; adventure trips to Nepal; tutoring both in schools and externally; learning to scuba dive and help survey reefs; setting up and running clubs and societies; learning to drive on a race track, learn a completely new language or skill and so on.

This area of the IB Diploma is where the student can develop their personal interests and try out new things and is core to the whole ethos of the IB in developing internationally aware, healthy young people. The requirement of 150 hours spread across the three areas over two years is an expansive opportunity for students to cultivate themselves beyond the purely academic rigours of school life.

Here at BMI we offer a comprehensive array of creative activities, events such as the Model United Nations and Global Dignity Day as well as BMI-DC, sports, expeditions and service related opportunities to allow students to achieve the hours needed while also providing them with structured support at all stages through the utilization of the online ManageBac system. Activities planned and completed as part of the CAS programme significantly augment a student's curriculum vitae and helps differentiate them at both university and employment related interviews.

Theory of Knowledge (TOK)

The Theory of Knowledge (TOK) course, a flagship element at the core of the Diploma Programme, encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. It is an interdisciplinary course that aims to identify and critically analyse how we learn, by transcending and unifying different academic areas, as well as encouraging appreciation of other cultural perspectives, in an attempt to arrive at a coherent approach to learning. TOK instruction is approximately 100 hours spread out over the two years of the IB Diploma. Its core content is questions like these: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge?

It is a commonplace to say that the world has experienced a digital revolution and that we are now part of a global information economy. The extent and impact of the changes signalled by such grand phrases vary greatly in different parts of the world, but their implications for knowledge are profound. Reflection on such huge cultural shifts is one part of what the TOK course is about. Its context is a world immeasurably different from that inhabited by ―renaissance man‖. Knowledge may indeed be said to have exploded: it has not only expanded massively but also become increasingly specialized, or fragmented. At the same time, discoveries in the 20th century (quantum mechanics, chaos theory) have demonstrated that there are things that it is impossible for us to know or predict.

Students entering the Diploma Programme typically have 16 years of life experience and more than 10 years of formal education behind them. They have accumulated a vast amount of knowledge, beliefs and opinions from academic disciplines and their lives outside the classroom. In TOK they have the opportunity to step back from this relentless acquisition of new knowledge, in order to consider knowledge issues. These include the above-mentioned questions, viewed from the perspective of the student, but often begin from more basic ones, like: What do I claim to know [about X]? Am I justified in doing so [how?]? Such questions may initially seem abstract or theoretical, but TOK teachers bring them into closer focus by taking into account their students' interests, circumstances and outlooks in planning the course.

The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students' thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Student will learn to make connections between knowledge encountered in different Diploma Programme subjects, in CAS experience or in extended essay research and learn to make distinctions between different kinds of knowledge.

Extended Essay

The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects—normally one of the student's six chosen subjects for the IB diploma. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is recommended that completion of the written essay is followed by a short, concluding interview, or viva voce, with the supervisor.

The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.

The extended essay is:

Compulsory for all Diploma Programme students

Externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB diploma

A piece of independent research/investigation on a topic chosen by the student in cooperation with a supervisor in the school

Chosen from the list of approved Diploma Programme subjects, published in the Handbook of procedures for the Diploma Programme

Presented as a formal piece of scholarship containing no more than 4,000 words

The result of approximately 40 hours of work by the student

Concluded with a short interview, or viva voce, with the supervising teacher (recommended)

In the Diploma Programme, the extended essay is the prime example of a piece of work where the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice. Some extended essay subjects include cross-cultural questions within them. Others invite such an approach. Whatever the subject, the extended essay student should strive to find relevant information from a diverse range of sources.

The learning involved in researching and writing the extended essay is closely aligned with the development of many of the characteristics described in the IB learner profile. Students are, to a large extent, responsible for their own independent learning, through which they acquire and communicate in-depth knowledge and understanding. The research process necessarily involves intellectual risk-taking and extensive reflection; open-mindedness, balance and fairness are key prerequisites for a good extended essay.

Reference: Extended Essay Guide 2013