Clifton Campus Karachi

Philosophy & Mission

The Beaconhouse Clifton Campus aims to provide quality education of international standard with a learning environment that develops and nurtures inquiring, knowledgeable and caring individuals who aspire to become open-minded, socially responsible and passionate global citizens, prepared to meet the challenges of an ever evolving world.



Chairperson:Mrs. Nasreen Mahmud Kasuri

CEO:Mr. Kasim Kasuri

Principal’s message

Clifton Campus of the Beaconhouse School System (BSS) is a candidate school for the International Baccalaureate Primary Years Programme (IB-PYP) since September 1, 2014.

Our children our now on an exciting journey to becoming internationally minded lifelong learners! They will go through an experience of holistic learning and growth as they begin to work with the PYP curriculum framework with its emphasis on knowledge, concepts, skills, attitudes and action. They will be on the road to becoming World Citizens.

The PYP focuses on development of the whole child and provides a framework that can meet a child’s academic, social, physical, emotional and cultural needs. It is inquiry based and lends itself to being integrated across the curriculum. Students are encouraged to take ownership of their learning and develop skills and attitudes to help prepare them for life in a global world. The PYP also caters for all the different kinds of learners in the classroom. It provides opportunities for students to get a deeper understanding of the topic. To this end, the IB teachers at Clifton Campus are participating in a wide variety of professional development programmes to constantly update their knowledge and share their expertise with colleagues around the world.

We are positive that with our zealous students and teachers Clifton Campus shall become an IB World School.

We look forward to you joining our hands in nurturing confident, open-minded, independently thinking well-balanced students ready and willing to take up global responsibility.

For further information on PYP you may visit the official website of the IB PYP at

Warm Regards,

Rabia Shadab

Coordinator’s message

PYP Coordinator’s message

The Beaconhouse School System, Clifton Campus is a candidate school for the Primary Years Programme. We are pursuing authorization as an IB World School.

During the first year of implementing the Primary Years Programme (PYP) from Pre-Nursery till Grade V, we see prominent changes in our students brought about by a few months of learning through meaningful inquiry. We at Clifton Campus believe that being knowledgeable and skilled may be the manifestations of learning however there are several different ways to express these. In our students we see confident presenters, talented artists, growing writers and computer geniuses exploring the world around them under the umbrella of the six trans-disciplinary themes that take into account commonalities of human experiences and that integrate in them the six subjects identified in the scope and sequence of the PYP.

Our pedagogical leaders and teachers work diligently to implement the IB Standards and Practices. This includes rigorous collaborative planning, teaching and learning practices and assessments. The teachers are going through a wide range of in-house and online IB trainings in order to develop their professional practices. It is a great challenge for us, however on the other hand it is rewarding to see our students budding as responsible learners and compassionate young global citizens.

Warm Regards,

Tasneem Karbalai

Pedagogical leadership team

  • Ms. Rabia Shadab  - Senior Headmistress
  • Ms. Aimen Farheen Sami – IB Manager
  • Ms. Nighat Navaid – Headmistress Primary section
  • Ms. Parveen Khatri – Headmistress Early Years Section
  • Ms. Tasneem Karbalai – IB PYP Coordinator
  • Ms. Sabeen Agha – Senior mistress  Primary Section
  • Ms. Nilam Jamil Siddiqui – Senior Mistress Early Years Section
  • Ms. Saran Erum – School Coordinator Early Years Section



There are 2 well equipped libraries with books and IT resources to support students and faculty in their research work. Implementation of IB PYP has enabled the learning community of Clifton Campus to apply the Inquiry based learning approach. This hub is actively involved in accelerating the learning which is an integral composition of the ever changing world.

Clifton Campus is equipped with the following IT resources

1 Interactive whiteboard in the EYs library

2 IT Labs, each equipped with 15 PCs, speakers, headphones and scanners.

102 netbooks for all levels

12 Touch pads for EYs

2 Mobile multimedia

As an ETAC branch we have multimedia and computers in all classes of EYs.




Subject to the city’s situation



At Beaconhouse Clifton Campus, our key objective of assessment is to provide feed back on the learning process. We believe assessment is a tool to improve teaching and learning. Our faculty strives to identify students’ strengths and needs to better understand our learner, monitor students’ progress and growth and communicate their progress. The following three stages of assessments are embedded in the curriculum

  • Assessing—how we discover what the students know and have learned.
  • Recording—how we choose to collect and analyse data.
  • Reporting—how we choose to communicate information


The two major modes of assessing students’ learning are through formative and summative assessments.

  • Formative assessment

The formative assessment is the assessment for learning it provides information that is used in order to plan the next stage in learning. It is directly connected to teaching and learning and provides continuous feedback on the learning process. Ongoing and regular formative assessments, through a variety of methods are used by our teachers, during the teaching and learning process to inform themselves and students about how the learning is developing.

  • Summative Assessment

It allows students to exhibit what is learned at the culmination of the teaching and learning process. The summative assessment is taken after the completion of a UOI; and a particular concept in mathematics and languages.

For summative assessment the teacher uses a variety of formats including tests, presentations, exhibitions, role plays, writings, projects etc. The school also provides opportunity to students to choose their mode of summative assessment.

To ensure the effectiveness of formative and summative assessments, the students are encouraged to..

  • share their learning and understanding with others
  • demonstrate a range of knowledge, conceptual understanding and skills
  • participate in reflection, self- and peer-assessment
  • base their learning on real-life experiences that can lead to further inquiries
  • express different points of view and interpretations
  • analyse their learning and understand what needs to be improved.

For these assessments teachers ensure that they. . .

  • update every stage of the teaching and learning process
  • plan in response to student and teacher inquiries
  • collaboratively review and reflect on student performance and progress

The school is under obligation to allow parents to . . .

  • see evidence of student learning and development
  • develop an understanding of the student’s progress
  • provide opportunities to support and celebrate student learning.


Teachers collect extensive data through a variety of tools based on the assessment strategy selected by them and shared with their students. Teachers use rubrics, checklists, observations, audio and video recordings, photographs, anecdotal notes and worksheets to collect information about students learning.

Portfolios are used to document the continuous track of students learning.

Record sheets / spread sheets are used to keep a record of students’ marks and grades for stand alone teaching and learning of mathematics and languages.


The following three modes are used for providing feedback of learning to the students and parents.

  • Teacher–student: The teacher-student meetings are held fortnightly within the school time. Whereby, the teacher gives feedback to the student to enable further improvement and development of skills.
  • Teacher–parent(s): The teacher-parent meetings are held twice in a term. These meetings enable the school to inform the parents about their child’s progress. This meeting further provides parents the opportunity to share the cultural context of student’s learning.
  • The written report: The report cards are distributed to the parents twice in an academic year. The written report notifies the student’s performance in the transdisciplinary units and subject-specific learning. Moreover, the student’s International Baccalaureate learner profile is addressed through the achievement of the five essential elements that is; knowledge, concepts, skills, attitude and action.
  • Three-way Conferences: Three-way conferences involve the student, parents/guardian and teacher. They are held at the end of the second term for grades one to five. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. The student, parents and the teacher collaborate to establish and identify the student’s strengths and areas for improvement. The teacher is an integral part of the process and takes notes of the discussion.
  • Students’ portfolios: Student portfolios are record of both process of learning as well as final outcomes. They provide clear indication of where the students have started and where the learning is at that point in time. The students’ portfolios are used in teacher- parent meetings and three –way conferences. Portfolios are sent home at the end of each term.



A year following the authorization class V students will participate in a culminating project, the PYP exhibition.

The students will have five units of inquiry and the Exhibition. The Exhibition unit takes place under any transdisciplinary theme at the discretion of the teachers and students. It is a summative assessment activity that is a celebration as students graduate from the PYP to the Middle years of schooling.

The PYP Exhibition provides opportunities for students to

  • engage in an in-depth, collaborative inquiry
  • to demonstrate independence and responsibility for their own learning
  • to explore multiple perspectives
  • to synthesize and apply their learning of previous years, and to reflect on their journey through the PYP
  • take action as a result of their learning
  • unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP

Evaluation and Review

The policy shall be reviewed after every two years by all the stake holders.



2009, Primary Years Programme Making the PYP happen: A curriculum framework for international primary education

2009, Primary Years Programme: A basis for practice

Range view assessment policy



School Calendar

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Please click here to view the BSS rules pertaining to admission