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Faculties and Centre:

BIPHS is divided into four departments and each of the departments headed by an expert supervisor and a sufficient staff. The departments are;
  • Kindergarten,
  • Primary, Secondary and
  • Higher Department
Kindergarten is very important department based on four classes; Pre-Nursery, Nursery, lower kindergarten and Upper kindergarten. It is formal education for young children and serves as a transition from home to the commencement of more formal schooling. Children are taught to develop basic skills through creative play and social interaction. A special attention is given to recitation of surats of Quran and other Islamic basics, Hygiene, Good manners, rhyming and other physical activities. Curriculum is upgraded and updated from class to class as per the needs and age of learners, by a special Curricular Committee which includes faculty, experts, educationists within and outside of the institution.   Higher Department is the department, where students finally choose a particular field for their profession and higher studies. The department is further divided into following categories/ Faculties:


Zoology Botany
Environmental Science Physics
Chemistry Mathematics

Arts/Social Science

English Arabic
Persian Hindi
Punjabi Kashmiri
Political Science Sociology
History Islamic Studies
Education Philosophy

Information Technology

Computer Science


Accountancy  Economics
Business Studies/Administration Statistics
  Centers:   “Learning Centers allow teachers to present the curriculum to a wide range of abilities and learning styles.” The classroom learning-teaching, where a variety of hands on materials and meaningful activities provide opportunities for students to be actively involved in their learning. Centers extend skill development in a specific curriculum area, provide enrichment, or exploration in creative or interest areas by providing:
  • Opportunities to students to explore, discover, create, practice and apply skills
  • Promotes critical and creative thinking skills
  • Develop independent learning strategies
  • Cooperative learning
  • Addresses different learning styles when a variety of activities are available for student choice
  • Differentiated instruction, if activities vary by complexity and take into account different levels of ability/readiness
  • Allows the teacher opportunities for flexible grouping and varied activities such as individual conferencing and guided reading groups
  • Promotes independent learning
  • Provides opportunities for students to take responsibility for their learning and demonstrating what they have learned.
The centers includes:
  1. Inter-Religious Dialogue
  2. Women Empowerment
  3. Environmental Issues
  4. Social Justice and Issues
  5. Career Orientation
  6. Linguistic Empowerment
Physical activity and Behavior Management   Schools are in a uniquely favorable position to increase physical activity and fitness amon students. This policy statement reaffirms BIPS support for the efforts of schools to include increased physical activity in the curriculum, suggests ways in which schools can meet their goals in physical fitness, and encourages Physical Teachers. Scientific evidence shows that loss of functional capacity and increased morbidity and mortality attributable to chronic disease and injury are associated with a sedentary lifestyle in adults. A primary goal of activity programs for youth is to promote physically active lifestyles that will be carried onto adulthood and reduce health problems related to inactivity. The development of a physically active lifestyle is a goal for all children. Traditional team and competitive sports may promote healthy activity for selected youth. Individual sports, non-competitive sports, lifetime sports, and recreational activities expand the opportunity for activity to everyone. The opportunity to be active on a regular basis, as well as the enjoyment and competence gained from activity, may increase the chances that a physically active lifestyle will be adopted.