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Half-Day Pre-Kindergarten FAQ

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We are delighted to share that for the 2026 – 2027 school year, BASIS Independent Bothell will be expanding its program offerings to include a half-day Pre-Kindergarten program! 

BASIS Independent Bothell will offer a thematic, hands-on, comprehensive, and content-rich curriculum that builds skills in an environment designed for students who are not yet ready for our kindergarten class. This half-day model allows students to build confidence, curiosity, and foundational skills while easing into the rhythm of a school day. 

The addition of PreK reflects our ongoing commitment to meeting families where they are and thoughtfully growing our community. We are excited to welcome new families and support students as they take their very first steps in their educational journey. 

More details about the curriculum, schedule, and enrollment process can be found below. We look forward to this exciting new chapter and all the learning it will bring! 

What PreK program will you offer?
At other BASIS Independent Schools, we offer a PreK–1 program for three-year-olds. At this time, BASIS Independent Bothell offers a PreK–2 program specifically designed for four-year-olds.

What is the age cut-off?  
PreK-2 students must turn 4 by August 31. 

What is the tuition? 
Tuition for the 2026-2027 school year is $15,825. Families may submit tuition in three different ways: (1) One payment, (2) Two half-payments, or (3) 10 monthly payments.

Where will the PreK class be held? 
The BASIS Independent Bothell campus was thoughtfully designed with four Early Learning Program classrooms, each featuring a private, in-class restroom. These classrooms are located together in a dedicated wing on the first floor of the campus. The PreK-2 class will be housed in the fourth classroom within this wing, alongside our three existing Kindergarten classrooms, fostering a cohesive early learning environment. 

What curriculum will be used? 
Consistent with our other campuses that have established PreK-2 programs, BASIS Independent Bothell will implement the BASIS Curriculum. Our curriculum offers an impressive array of foundational courses that foster early numeracy, literacy, and awareness of the many ideas and topics to explore. Students learn through developmentally appropriate play, music, and hands-on activities to help make high-level material more accessible. 

What is the daily schedule?
The full program time will be from 8:35 AM – 12:35 PM. Class will be held from 8:50 AM – 12:30 PM. Students may arrive as early as 8:35 AM, with dismissal being held until 12:35 PM. You can view a sample schedule here.

Will you offer Early Bird (before school) or Late Bird (after school) care? 
No, due to licensing restrictions in the state of Washington, we are unable to offer a PreK-2 program for more than four hours a day.  

Will you offer after-school clubs? 
No, after-school clubs will not be available for PreK-2 students.  

What is the student-to-teacher ratio? 
1:10 with a maximum group size of 20 students. 

When is the application due? 
PreK-2 applicants will follow our Rolling Admissions process. Applications open on January 24, 2026, and will be accepted on an ongoing basis until all remaining spaces are filled. 

What are the application requirements? 

  • Provide the Early Learning Program Teacher Recommendation form to your Child’s Current Teacher (if applicable) 
  • Register for a Play Date 
  • Register for a Family Meeting 

Is there a sibling priority? 
While we value the importance of keeping families together and recognize the many benefits of sibling enrollment, BASIS Independent Schools does not offer sibling priority for new applicants.  

All applicants, including siblings of current students, are thoughtfully and holistically considered as part of the admissions process. This approach ensures that each enrolled student is individually evaluated and is a strong match for the academic program and school community, allowing us to maintain the integrity of our educational mission while building a well-balanced and successful learning environment for all students. 

BASIS Independent Bothell is a PreK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Bothell community? To join our interest list for the next school year and receive admissions updates and more, please click here.

A Day in the Life: Grade 10

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Meet Jason!

Jason K., a focused and curious Grade 10 student at BASIS Independent Silicon Valley, enjoys exploring challenging subjects, collaborating with classmates, and applying what he learns to real-world situations. We shadowed him to see what a typical day looks like, from his first class to the last.

All BASIS Independent Schools follow the BASIS Curriculum, an internationally benchmarked program designed to challenge students and help them succeed. It’s managed and continuously refined by curriculum experts, so students are supported in all subjects and prepared for college and beyond.

Period 0 | 7:35 AM – 8:20 AM | Ceramics

Jason’s day begins with his chosen elective, Ceramics, taught by Ms. Hetu. He enjoys starting the morning with something creative and hands-on, experimenting with clay and learning techniques like coiling, pinching, and slab construction. As he builds both functional and artistic pieces, he also learns the science behind glazes, firing temperatures, and the chemistry that gives ceramics its strength and texture.

Period 1 | 8:25 AM – 9:10 AM | Honors Biology

In Honors Biology with Dr. Covert, he dives into genetics, DNA structure, and ecological principles. Lab experiments allow him to connect classroom concepts with real-world applications, exploring topics like population growth, interspecies relationships, and evolution. These hands-on experiences give him a strong foundation in scientific thinking and lab techniques.

Period 2 | 9:15 AM – 10:10 AM | AP Calculus BC + Homeroom / Announcements

During AP Calculus BC with Ms. Wendel, Jason works with limits, function analysis, and modeling change to tackle challenging problems. Following calculus, the last 10 minutes of the period are dedicated to homeroom, where he catches up on announcements, checks in with friends, and prepares for the rest of the morning.

Period 3 | 10:15 AM – 11:00 AM | AP U.S. History

In AP U.S. History with Ms. Settle, he examines key events, people, and developments in U.S. history. Jason enjoys analyzing primary and secondary sources and crafting historical arguments. Completing guided readings on time has been a point of pride this year, helping him stay engaged in class discussions.

Period 4 | 11:05 AM – 11:50 AM | AP Physics II

His favorite class is AP Physics II with Dr. Movshovitz. Hands-on labs and problem-solving exercises allow him to see physics concepts in action, exploring topics like electromagnetism, thermodynamics, and waves. “I love doing labs and seeing physics in action—it’s one thing to read about a concept, but it’s completely different when you can actually experiment with it,” Jason shared.

Lunch | 11:55 AM – 12:40 PM | Lunch

Lunch is a time to recharge and connect with friends. He uses this time to reflect on the morning’s lessons and prepare for the afternoon.

Period 6 | 12:45 PM – 1:30 PM | AP English Language & Composition

In AP English Language & Composition with Ms. Silva, he hones writing and rhetorical analysis skills. “Writing challenges me, but it’s rewarding to see my ideas come together clearly,” he said. He evaluates nonfiction texts, synthesizes research, and practices crafting strong, evidence-based arguments, building both analytical and communication skills.

Period 7 | 1:35 PM – 2:20 PM | Mandarin III

He continues language studies in Mandarin III with Ms. Xu, focusing on speaking, writing, and comprehension. Jason appreciates learning about Chinese culture while developing advanced communication skills in a second language.

Period 8 | 2:25 PM – 3:10 PM | Empowering Entrepreneurs

He ends the day in Empowering Entrepreneurs with Ms. Xu, where he works on team projects that teach collaboration, creativity, and critical thinking. Outside of class, Jason is involved in DECA and Mock Trial, and he enjoys applying skills from these extracurriculars—like public speaking, problem-solving, and teamwork—directly to his entrepreneurial projects. “It’s exciting to see our ideas come together as a team and learn skills we can actually use outside of school,” he explained, highlighting how his coursework and extracurriculars complement each other.

Office Hours | 3:15 PM – 4:00 PM

Teachers hold Office Hours throughout the week, providing flexible one-on-one or small-group support. During this time, students can ask questions, review challenging material, or dive deeper into subjects that interest them. This extra support helps students strengthen their understanding, build confidence, and stay on track with their learning.

From hands-on art projects to rigorous AP classes and leadership opportunities, Jason’s day shows how BASIS Independent Schools blends creativity, critical thinking, and real-world application. “What I love most about being a BISV Bobcat is that I can challenge myself academically while still being myself,” he shared. When asked what advice he would give to younger students, he said, “Embrace who you are and take advantage of all the learning opportunities BISV offers.” His day is a snapshot of curiosity, growth, and the meaningful connections that make high school a rich and rewarding experience.

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Why Latin? – A Language That Opens Doors You Never Expected

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Families are often intrigued to learn that the study of Latin as a World Language is an important part of the curriculum at BASIS Independent Bellevue. All students study Latin in grades 5 and 6, building a strong foundation in language, history, and critical thinking. Beginning in grade 7, students may choose their World Language that they intend to take up through the high school level. The World Language choices are Latin, Mandarin, Spanish, or French. Remarkably, when given the choice in grade 7, many students elect to continue their Latin studies. So why Latin?

To provide a window into what Latin looks like at BASIS Independent Bellevue, one of our exceptional teachers, Mr. Ballantyne, has agreed to share his experiences with Latin, both inside and outside the classroom. A former professor at Baylor University, Mr. Ballantyne brings over a decade of experience teaching Latin, Roman Archaeology, and Art History at the college and high school levels, including IB and AP Latin. From excavation sites in Pompeii to the classroom at BASIS Independent Bellevue, we invite you to step into his journey with Latin!

Latin Beyond the Classroom with Mr. Ballantyne

When people find out I teach Latin, they often ask, “Why Latin? Isn’t it a dead language?” I usually smile, because Latin has taken me places, I could never have imagined when I first encountered it as a student— ancient cities, museums, excavation trenches, and even crime scenes—Roman ones, at least.

Latin is everywhere, even when we don’t notice it. We hear it in law and medicine, see it in mottos like Ad astra per aspera, “To the stars, through hardship,” and recognize it in popular culture—from Harry Potter spells, like expelliarmus, to the Latin-inspired worlds of Percy Jackson and Star Trek. But what surprised me most was how Latin connects us to ordinary people in the past.

As an archaeologist, I study Roman graffiti—the everyday words scratched onto walls in places like Pompeii. These are not polished speeches or epic poems. They are messages like, “Marcus loves Julia,” advertisements for bakeries, jokes between soldiers, and complaints about bad service. In many ways, they are the ancient equivalent of social media. When students translate them, they realize something powerful: people two thousand years ago worried, joked, loved, and complained just like we do.

Latin has also led me quite literally into the ground at an archaeological dig near Pompeii, where I was a part of an international team of students excavating just beyond the walls of Pompeii. For weeks, we carefully dug and documented the site, expecting to uncover evidence of Roman life. Instead, we found almost nothing. Day after day, trench after trench, the ground remained frustratingly empty.

Then one afternoon, we uncovered a small, broken object: an ivory smoking pipe. It wasn’t Roman at all. At first glance, the pipe didn’t seem important, but it turned out to be the key to understanding the entire site. Pipes weren’t used until the discovery of tobacco in the New World. In fact, it dated to the 1700s, when Pompeii was first explored under Charles VII, the king of Naples.

The pipe told us that people had already been there long before us. In the eighteenth century, Pompeii was often dug not by archaeologists as we know them today, but by treasure hunters working for royalty. They searched for impressive objects to display, removing items without carefully recording where they came from. As a result, many areas were quietly emptied centuries ago.

That broken pipe explained why our excavation felt so puzzling. We weren’t failing to find Roman artifacts, but rather the site had already been picked clean. The emptiness of the ground was itself the evidence. This experience taught us an important lesson: archaeology isn’t just about discovering objects. It’s about uncovering the past, including the stories of people who came before us, even earlier excavators. Sometimes a small, unexpected find can answer bigger questions than a spectacular treasure ever could.

Bringing the Ancient World into the Classroom

As we begin this new academic year, I want my students to feel that same spark of excitement and discovery I felt when I translated my first Latin inscription, coin, or monument. When they conjugate verbs or translate sentences, they’re not only doing grammar drills. They are decoding the voices of a lost world.

One way I ignite that spark with students is through a murder mystery I designed called, Murder at the Roman Baths, set at the Roman baths of Aquae Sulis, which is in modern Bath, England. The choice in settings offers one of the richest archaeological and epigraphic datasets in Roman Britain. Alongside monumental architecture and votive deposits, the site preserves over one hundred curse tablets—personal, fragmentary inscriptions that record conflict, theft, and desperation. This combination of material and textual evidence makes Aquae Sulis an ideal setting for an inquiry-based learning experience centered on historical reconstruction.

In this mystery, students have to investigate a fictional murder that occurred within the bath complex. Working as historical detectives, they are given a map, a list of suspects with their motives written in Latin, and make their way around the room to several stations in order to decipher Latin based clues. Students translate these clues from Latin to English and evaluate how these clues reflect personal motives that may fit with the suspect’s opportunity.

No single clue provides a definitive answer. Instead, students must weigh competing interpretations and build a plausible narrative grounded in what they know about Roman culture. Would a slave really “do in” their master? Suspects include desperate slaves, a rival merchant, a jealous wife, a friend who owed the deceased a debt, each one reflecting different aspects of Roman daily life, and therefore eliciting a student’s empathy.

Pedagogically, the mystery emphasizes both linguistic precision as well as historical reasoning. Who is most likely to have committed the crime. Translation becomes a tool rather than an endpoint, as students must decide how meaning, omission, and formulaic language affect interpretation. Archaeological evidence—the layout of the baths, patterns of votive deposition, and access to restricted spaces—provides constraints on possibility, reinforcing the importance of context.

The final product is a great example of how Latin can be made more relatable to students who presented with evidence, have to use their linguistic skills to uncover clues and defend a reasonable conclusion. This assessment prioritized reasoning over correctness, rewarding students who justify their interpretations with both linguistic and material evidence. The gamification of Latin and historical context in our bathhouse mystery helps transform the study of Latin from passive decoding into active inquiry, demonstrating how the ancient world can be reconstructed, maybe imperfectly, but at least persuasively, through careful analysis.

Why Latin Still Matters

Latin has a unique way of opening students’ minds. It trains students to notice patterns, think critically, and piece together meaning from fragments—whether those fragments are words, objects, or clues. Latin roots make English vocabulary clearer—especially in science, law, and medicine. Reading inscriptions teaches patience and creativity: how to piece together meaning from fragments. Studying Latin is not just about the past. It is about learning how to ask good questions, how to listen to overlooked voices—not just the emperors and the generals, but also the slave, the farmer, the baker, or the soldier who left a doodle on a wall before marching off to war, and how to uncover stories hidden in plain sight. It is not what I ever imagined Latin would lead me to in high school, and that sense of discovery is why I am so passionate about bringing this ancient language to life for my students each day.

From Curious and Passionate Students to the Ivy League: 5 Takeaways from our 2025 Alumni Panel

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The Full Circle Moment

There is no better testament to a school’s mission than the success of its graduates. Recently, the BASIS Independent Manhattan Upper School hosted five alumni (representing Cornell, UVA, Penn State, and Boston University) to share their insights with our current students.

From the “flawless transition” to university-level rigor to the emotional intelligence required to navigate a 20,000-person campus, here are the highlights from our 2025 panel.

the five alumni panelists before they spoke to students
The panel consisted of four BASIS Independent Manhattan alumni and one graduate from BASIS Independent Brooklyn.

1. Small School, Big Advantage

A common theme among the panelists was the value of BASIS Independent Manhattan’s small class sizes. One alum noted that moving from a class of 20 to a lecture hall of 200 made them truly appreciate the deep teacher relationships and personalized letters of recommendation they received. “You have a support system here that is set in stone,” noted Charles D. (Penn State ’25).

2. The “Flawless” Academic Transition

When asked about the jump to college-level work, the consensus was clear: BASIS Independent Manhattan students are ready. One panelist described college as “AP season every week,” but noted that the work ethic they developed in middle and high school made the transition feel manageable and rewarding.

alumni panel

3. Passion Over “Extracurricular Inflation”

In a world of “try-hards” and “sweats,” our alumni gave refreshing advice: Do what you love. Colleges can see through a million superficial activities. Our alumni encouraged students to find 1–2 things they are genuinely passionate about—like the DECA Business Club or running the Pan-Asian Union affinity group—and lead them well.

4. Your Major Isn’t Set in Stone

Mila K. (UVA ’24) shared her journey from being a “Humanities kid” to declaring an Economics major. The takeaway? Use your first year of college to explore. BASIS Independent Manhattan gives you the foundation to be a “math kid,” a “humanities kid,” or both—allowing you to evolve as your interests do.

5. Advice for the Admissions Journey

  • For 8th Graders: Don’t shy away from the challenge; the foundation you build now is what makes college feel easy later.
  • For 11th Graders: Start dialing into your specific interests.
  • For Seniors: Enjoy the ride. “There is a light at the end of the tunnel,” the panelists reminded our current seniors. “Have a plan you love, but keep your hope high.”
Are you looking for a school that prepares students for the world’s top universities?

Visit our school, join our interest list, or meet with our Admissions team!

Learn More

A Day in the Life: Grade 9

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Transferring schools is never easy—but transferring into a rigorous high school where AP courses and college-level expectations are standard starting in grade 9? That can feel especially daunting. At BASIS Independent Schools, grade 9 students dive into college-level coursework, manage demanding schedules, and navigate new social dynamics. But as Siddhi J. discovered this year, the reality is far less intimidating than the reputation suggests.

Meet Siddhi

Siddhi joined BASIS Independent Fremont this year in grade 9, transferring from a private school in the area after attending several schools throughout her academic journey. Outside the classroom, she’s an avid badminton player and has a particular passion for murder mysteries—she reads them “excessively,” in her own words. At BASIS Independent Fremont (BIF), she’s already deeply involved in Student Council, Speech Club, and Math Club.

Coming into grade 9 at a school known for academic rigor brought natural concerns. “I originally thought that it’d be really scary because everybody thinks that BIF is extremely academically challenging, but it’s actually not that bad,” Siddhi reflects. “There’s more homework than I’m used to, but I think that’s just mainly the middle school to high school jump.”

The adjustment required some recalibration, particularly around time management. “I was able to handle it. I just needed help with time management, but after I figured that out, I was able to go from there.” The growth has been noticeable: “Academically, before I used to procrastinate everything until the last minute, but now, in high school and in BIF, I need to time manage things better. So I’ve gotten a lot more organized.”

Perhaps most surprising? The community itself. “On my first day, I’d already made a lot of friends. It’s a really close-knit community since there are only 40 [grade 9] students in total, so everyone knows everyone.” The reality proved very different from her expectations. “Most people think it’s really cutthroat and really competitive, because that’s what I thought before I joined here. I thought it would be everybody focused on academics and everyone hates each other, but the community is actually really friendly. Everyone talks a lot, jokes a lot. It’s a lot more friendly than I thought.”

Her advice for families considering a grade 9 transfer? “It may seem incredibly scary, but the teachers are really helpful, and they explain the AP things really well, so it’s not that scary.”

Let’s follow Siddhi through a typical day to see what grade 9 at BIF really looks like in action.

Period 0 (7:35-8:20): Computer Science & Programming with Ms. Shahin

Siddhi starts her day early—before most students arrive on campus. Computer Science & Programming is an elective course that teaches Java, introducing students to the Java development cycle, object-orientation, and control structures. Students work with primitive data types, operators, and data structures such as arrays and lists, with a strong emphasis on the problem-solving aspects of programming.

Today, students are finishing individual coding projects, using Java to write a program that calculates loan payment amounts and payment durations. “I really like computer science, so I thought it was worth it to wake up a bit early and participate in programming,” Siddhi explains. “Principles is more focused on exactly how computers work and different components—the CPU, binary, that stuff. Programming is more focused on the actual Java–loops and different things to get code done. And that’s more interesting to me.”

Period 1 (8:25-9:10): Honors English Language & Composition with Mr. Gailliard

Honors English Language & Composition provides an introduction to rhetoric, research, and composition. Students analyze nonfiction texts, develop evidence-based analytical and argumentative writing, and learn to evaluate and cite sources. The course deepens understanding of how communicators make choices based on rhetorical situation and audience.

Today, students split into teams to research and debate: Is AI Beneficial in Education? After researching in groups, teams face off with opposing arguments, delivering opening statements, rebuttals, and closing arguments. At the end, the class votes on which group successfully swayed their opinion—rhetoric and persuasion in action.

Academic Enrichment (9:15-9:25)

Siddhi and a classmate head to the student library to catch up on work and print materials for their next class. This brief period gives students flexibility to prepare for their day however they need.

Period 2 (9:30-10:15): Pre-Calculus AB with Mr. Sharma

Pre-Calculus provides in-depth coverage of major functions, including polynomial, exponential, and trigonometric functions, before moving into matrices, discrete mathematics, and statistics. The course concludes with an introduction to calculus concepts—limits, derivatives, and integrals.

Today, students review for their upcoming Pre-Comprehensive Exams, going over questions and topics from a recent practice exam. They work through problems involving properties of inverse trigonometric functions, domain, and range. Another example has students applying trigonometric identities—including product-to-sum formulas—to simplify expressions in order to find an upper bound, then solving trigonometric equations. It’s a focused preparation for the assessments that measure student progress throughout the year.

Period 3 (10:20-11:05): AP Physics 1 with Dr. Dixit

AP Physics 1 is an algebra-based, introductory college-level physics course where students explore kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, torque and rotational motion, electric charge and force, DC circuits, and mechanical waves and sound through inquiry-based investigations.

Today is test day—students demonstrate their understanding of energy, work, and power. “Dr. Dixit and AP Physics are my favorite,” Siddhi says. “She’s really fun, and she makes sure everybody has everything and is up to speed.”

Period 4 (11:10-11:55): AP Environmental Science with Ms. Covert

AP Environmental Science cultivates an understanding of the interrelationships of the natural world through inquiry-based lab investigations and fieldwork. Students explore energy transfer, interactions between earth systems, interactions between species and the environment, and sustainability.

Today, students become teachers. Each student researches one section from the current unit and teaches it to their classmates. Siddhi presents on fossil fuels, diving deep into the topic before sharing her expertise. “It was really fun. Teaching your classmates—you also get to research really in-depth on certain topics, so it feels like you’re really smart and you know a lot. Teaching is fun.”

Period 5 (12:00-12:45): Lunch

Siddhi eats her packed lunch and chats with friends—a chance to recharge before afternoon classes.

Period 6 (12:50-1:35): Honors English Literature & Composition with Mr. Bradshaw

Honors English Literature & Composition prepares students for AP English Literature. Students analyze various literary forms—short stories, poetry, plays, novels, and nonfiction—assessing character, setting, structure, narration, figurative language, and historical context.

Students are reading “Citizen,” by American poet Claudia Rankine. Class begins with a discussion of words and ideas they associate with the term “citizen” and how these associations align with particular groups. They explore Rankine’s intention in titling the work, then tackle a writing prompt: “How does ‘Citizen’ relate to ongoing debates about race and policing?” Literature meets contemporary social issues.

Period 7 (1:40-2:25): AP U.S. Government & Politics with Mr. Loero

AP U.S. Government & Politics provides a college-level, nonpartisan introduction to key political concepts, institutions, policies, and behaviors that characterize the U.S. constitutional system. Students study foundational documents, Supreme Court decisions, and other texts to understand relationships among political institutions and processes.

Today’s unit review covers the relationship between the president and Congress, the descriptions and powers of the two chambers, and the constitutional responsibilities of the House and Senate. 

With three AP classes and two honors courses, Siddhi has learned to manage the workload. “It’s slightly more difficult, but the teachers usually stagger things. Most of the homework I’m used to being due the next day, but now most of it’s long-term, or at least due a week later. So you have more time to organize things out and plan to get everything done.”

Period 8 (2:30-3:15): Spanish II with Mr. Sanders

Spanish II builds on skills from the previous year, developing mastery in listening, speaking, reading, and writing. Students expand vocabulary and grammar while exploring Hispanic cultures, geography, and history through authentic resources, including literary works, audio recordings, videos, songs, and articles.

Today, students submit photos displayed on the whiteboard, then practice describing what each depicts to the class—working on vocabulary and pronunciation. Depending on the photos chosen, some silliness and giggles follow. Language learning doesn’t have to be serious all the time.

Office Hours (3:20-4:00)

Today, Siddhi uses Office Hours to attend a Student Council meeting, where members advocate for their peers and organize meaningful campus events. The agenda includes preparing materials for an upcoming school holiday celebration and reviewing committee head elections.

Most days, though, Siddhi uses this time strategically. “I normally spend them doing tasks that don’t require textbooks, because I prefer to finish those and then just leave my notebooks in my locker. So I prefer to do the small assignments during Office Hours and the longer ones at home. I used to spend them in Dr. Dixit’s class because that was the class that I needed the most help in.”

After School: Leadership and Competition

Siddhi’s involvement extends beyond Student Council. In Speech Club, she practices as an impromptu speaker and competes in tournaments with a team she describes as “excessively spirited.” The Math Club focuses on preparing for competitions and sharpening problem-solving skills in collaborative settings.

From AP Physics to English Literature, from teaching her peers about fossil fuels to competing in speech tournaments, Siddhi’s first year at BASIS Independent Fremont showcases what’s possible when students transfer into a supportive academic community. The coursework is demanding, yes—but the teachers are helpful, the community is welcoming, and the skills students develop extend far beyond any single subject.

As Siddhi discovered, stepping into BASIS Independent Schools’ academically rigorous environment was far less overwhelming than she’d anticipated. With organization, engaged teachers, and a close-knit community, grade 9 at BASIS Independent Schools isn’t about surviving—it’s about thriving.

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

A Day in the Life: Siddhi J., Grade 9

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Changing schools is never easy—but joining a rigorous high school where AP courses and college-level expectations are standard starting in grade 9? That can feel especially daunting. At BASIS Independent Fremont, grade 9 students dive into college-level coursework, manage demanding schedules, and navigate new social dynamics. But as Siddhi J. discovered this year, the reality is far less intimidating than the reputation suggests.

Meet Siddhi

Siddhi joined BIF this year in grade 9, coming from a private school in the area after attending several schools throughout her academic journey. Outside the classroom, she’s an avid badminton player and has a particular passion for murder mysteries—she reads them “excessively,” in her own words. At BIF, she’s already deeply involved in Student Council, Speech Club, and Math Club.

Coming into grade 9 at a school known for academic rigor brought natural concerns. “I originally thought that it’d be really scary because everybody thinks that BIF is extremely academically challenging, but it’s actually not that bad,” Siddhi reflects. “There’s more homework than I’m used to, but I think that’s just mainly the middle school to high school jump.”

The adjustment required some recalibration, particularly around time management. “I was able to handle it. I just needed help with time management, but after I figured that out, I was able to go from there.” The growth has been noticeable: “Academically, before I used to procrastinate everything until the last minute, but now, in high school and in BIF, I need to time manage things better. So I’ve gotten a lot more organized.”

Perhaps most surprising? The community itself. “On my first day, I’d already made a lot of friends. It’s a really close-knit community since there are only 40 [grade 9] students in total, so everyone knows everyone.” The reality proved very different from her expectations. “Most people think it’s really cutthroat and really competitive, because that’s what I thought before I joined here. I thought it would be everybody focused on academics and everyone hates each other, but the community is actually really friendly. Everyone talks a lot, jokes a lot. It’s a lot more friendly than I thought.”

Her advice for families considering joining the BASIS Independent Fremont community in grade 9? “It may seem incredibly scary, but the teachers are really helpful, and they explain the AP things really well, so it’s not that scary.”

Let’s follow Siddhi through a typical day to see what grade 9 at BIF really looks like in action.

Period 0 (7:35-8:20): Computer Science & Programming with Ms. Shahin

Siddhi starts her day early—before most students arrive on campus. Computer Science & Programming is an elective course that teaches Java, introducing students to the Java development cycle, object-orientation, and control structures. Students work with primitive data types, operators, and data structures such as arrays and lists, with a strong emphasis on the problem-solving aspects of programming.

Today, students are finishing individual coding projects, using Java to write a program that calculates loan payment amounts and payment durations. “I really like computer science, so I thought it was worth it to wake up a bit early and participate in programming,” Siddhi explains. “Principles is more focused on exactly how computers work and different components—the CPU, binary, that stuff. Programming is more focused on the actual Java–loops and different things to get code done. And that’s more interesting to me.”

Period 1 (8:25-9:10): Honors English Language & Composition with Mr. Gailliard

Honors English Language & Composition provides an introduction to rhetoric, research, and composition. Students analyze nonfiction texts, develop evidence-based analytical and argumentative writing, and learn to evaluate and cite sources. The course deepens understanding of how communicators make choices based on rhetorical situation and audience.

Today, students split into teams to research and debate: Is AI Beneficial in Education? After researching in groups, teams face off with opposing arguments, delivering opening statements, rebuttals, and closing arguments. At the end, the class votes on which group successfully swayed their opinion—rhetoric and persuasion in action.

Academic Enrichment (9:15-9:25)

Siddhi and a classmate head to the student library to catch up on work and print materials for their next class. This brief period gives students flexibility to prepare for their day however they need.

Period 2 (9:30-10:15): Pre-Calculus AB with Mr. Sharma

Pre-Calculus provides in-depth coverage of major functions, including polynomial, exponential, and trigonometric functions, before moving into matrices, discrete mathematics, and statistics. The course concludes with an introduction to calculus concepts—limits, derivatives, and integrals.

Today, students review for their upcoming Pre-Comprehensive Exams, going over questions and topics from a recent practice exam. They work through problems involving properties of inverse trigonometric functions, domain, and range. Another example has students applying trigonometric identities—including product-to-sum formulas—to simplify expressions in order to find an upper bound, then solving trigonometric equations. It’s a focused preparation for the assessments that measure student progress throughout the year.

Period 3 (10:20-11:05): AP Physics 1 with Dr. Dixit

AP Physics 1 is an algebra-based, introductory college-level physics course where students explore kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, torque and rotational motion, electric charge and force, DC circuits, and mechanical waves and sound through inquiry-based investigations.

Today is test day—students demonstrate their understanding of energy, work, and power. “Dr. Dixit and AP Physics are my favorite,” Siddhi says. “She’s really fun, and she makes sure everybody has everything and is up to speed.”

Period 4 (11:10-11:55): AP Environmental Science with Ms. Covert

AP Environmental Science cultivates an understanding of the interrelationships of the natural world through inquiry-based lab investigations and fieldwork. Students explore energy transfer, interactions between earth systems, interactions between species and the environment, and sustainability.

Today, students become teachers. Each student researches one section from the current unit and teaches it to their classmates. Siddhi presents on fossil fuels, diving deep into the topic before sharing her expertise. “It was really fun. Teaching your classmates—you also get to research really in-depth on certain topics, so it feels like you’re really smart and you know a lot. Teaching is fun.”

Period 5 (12:00-12:45): Lunch

Siddhi eats her packed lunch and chats with friends—a chance to recharge before afternoon classes.

Period 6 (12:50-1:35): Honors English Literature & Composition with Mr. Bradshaw

Honors English Literature & Composition prepares students for AP English Literature. Students analyze various literary forms—short stories, poetry, plays, novels, and nonfiction—assessing character, setting, structure, narration, figurative language, and historical context.

Students are reading “Citizen,” by American poet Claudia Rankine. Class begins with a discussion of words and ideas they associate with the term “citizen” and how these associations align with particular groups. They explore Rankine’s intention in titling the work, then tackle a writing prompt: “How does ‘Citizen’ relate to ongoing debates about race and policing?” Literature meets contemporary social issues.

Period 7 (1:40-2:25): AP U.S. Government & Politics with Mr. Loero

AP U.S. Government & Politics provides a college-level, nonpartisan introduction to key political concepts, institutions, policies, and behaviors that characterize the U.S. constitutional system. Students study foundational documents, Supreme Court decisions, and other texts to understand relationships among political institutions and processes.

Today’s unit review covers the relationship between the president and Congress, the descriptions and powers of the two chambers, and the constitutional responsibilities of the House and Senate. 

With three AP classes and two honors courses, Siddhi has learned to manage the workload. “It’s slightly more difficult, but the teachers usually stagger things. Most of the homework I’m used to being due the next day, but now most of it’s long-term, or at least due a week later. So you have more time to organize things out and plan to get everything done.”

Period 8 (2:30-3:15): Spanish II with Mr. Sanders

Spanish II builds on skills from the previous year, developing mastery in listening, speaking, reading, and writing. Students expand vocabulary and grammar while exploring Hispanic cultures, geography, and history through authentic resources, including literary works, audio recordings, videos, songs, and articles.

Today, students submit photos displayed on the whiteboard, then practice describing what each depicts to the class—working on vocabulary and pronunciation. Depending on the photos chosen, some silliness and giggles follow. Language learning doesn’t have to be serious all the time.

Office Hours (3:20-4:00)

Today, Siddhi uses Office Hours to attend a Student Council meeting, where members advocate for their peers and organize meaningful campus events. The agenda includes preparing materials for an upcoming school holiday celebration and reviewing committee head elections.

Most days, though, Siddhi uses this time strategically. “I normally spend them doing tasks that don’t require textbooks, because I prefer to finish those and then just leave my notebooks in my locker. So I prefer to do the small assignments during Office Hours and the longer ones at home. I used to spend them in Dr. Dixit’s class because that was the class that I needed the most help in.”

After School: Leadership and Competition

Siddhi’s involvement extends beyond Student Council. In Speech Club, she practices as an impromptu speaker and competes in tournaments with a team she describes as “excessively spirited.” The Math Club focuses on preparing for competitions and sharpening problem-solving skills in collaborative settings.

From AP Physics to English Literature, from teaching her peers about fossil fuels to competing in speech tournaments, Siddhi’s first year at BIF showcases what’s possible when students join a supportive academic community. The coursework is demanding, yes—but the teachers are helpful, the community is welcoming, and the skills students develop extend far beyond any single subject.

As Siddhi discovered, stepping into BIF’s academically rigorous environment was far less overwhelming than she’d anticipated. With organization, engaged teachers, and a close-knit community, grade 9 at BIF isn’t about surviving—it’s about thriving.

Curious about what your student’s day could look like at BIF? Schedule a campus tour or contact our admissions team to learn more about high school at BASIS Independent Fremont.

BASIS Independent Fremont is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Fremont community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Top Five Blogs of 2025!

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As we celebrate the new year, we’re excited to reflect on the stories, insights, and moments that resonated most with our community in 2025. From timely updates to thoughtful perspectives, these blogs sparked conversations and captured what mattered most to our readers.

Thank you for reading, sharing, and engaging with us throughout the year! 

#1 Campus Floor Plans Revealed!

Excitement is building as we take the next step toward opening our brand-new campus! With construction well underway, we are thrilled to share the floor plans that will shape the daily experiences of our students, teachers, and families. Every detail, from the flow of classrooms and collaboration spaces to the design of common areas and outdoor learning environments, has been carefully considered to foster curiosity, community, and a culture of joyful learning.  

Click Here to View Floor Plans!

#2 Class of 2025 College Acceptances Announced

BASIS Independent Schools continues to set the standard nationally for academic excellence. The Class of 2025 represents 206 graduates across five high schools—BASIS Independent Brooklyn, Fremont, Manhattan, McLean, and Silicon Valley. From coast to coast, our graduates have earned admission to the world’s top colleges and universities, demonstrating that they are ready to lead, excel, and contribute.

View the College Acceptances Here

#3 BASIS Curriculum Schools Exchange Program

This fall, BASIS Independent Fremont embarked on an extraordinary journey—one that brought five students from BASIS International School Bangkok to the Fremont campus and community for nearly three weeks. From October 12 to 30, Prann, Tiantian, Jiban, Panpan, and Titi became part of the BASIS Independent Fremont community, bringing with them the vibrant spirit of Thailand and a shared commitment to academic excellence that defines the BASIS Curriculum worldwide. 

Click Here to Read More!

#4 Meet the Winner of the 2025 Fellows Scholarship

To kick off a new year of Senior Projects, we are sharing a conversation with the inspiring winner of the 2025 Fellows Scholarship, a $10,000 prize awarded annually to one project. Maxim Smelyansky, a Class of 2025 graduate of BASIS Independent Brooklyn, their 2025 Valedictorian, and current Stanford University student, impressed our committee with his project titled The Future of American High-Speed Rail: Analyzing and Discovering the Most Effective High-Speed Rail Development Methods on Promising Rail Corridors in the United States.

Click Here to Read Maxim’s Interview!

#5 Introducing the BASIS Independent Dublin Mascot

A school mascot is much more than a symbol. It represents the heart and spirit of the entire community. It unites students, teachers, and families under a shared identity, creating a sense of belonging and pride that extends far beyond the classroom. The mascot helps build tradition and school spirit, inspiring students to support one another, celebrate achievements, and face challenges together. Whether it’s cheered for at games, displayed in hallways, or worn on school swag, the mascot reminds everyone that they are part of something bigger – a community that values teamwork, perseverance, and pride in who they are.

Meet Our Mascot

Build the Future at Our Senior Robotics Camp

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This summer, we’re opening the doors to innovation at BASIS Independent Brooklyn with our Senior Robotics Camp—an intensive, hands-on experience designed for students in grades 6–12 who are eager to explore the cutting edge of technology.

From June 29 to July 3, aspiring engineers and problem-solvers will spend their afternoons (12:00–4:00 p.m.) immersed in the fundamentals of robotics at our Upper School campus in Red Hook. Students will master mechanical design, dive into coding, explore circuitry, and learn sensor integration—all while building and programming their own robots from the ground up.

What Makes This Camp Special?

This program isn’t just about following instructions. Campers will tackle real-world challenges, from navigating complex obstacle courses to programming robots to complete automated tasks. Working both independently and collaboratively, students will develop critical STEM skills, including:

  • Critical thinking and analytical reasoning
  • Teamwork and communication
  • Creative problem-solving under pressure
  • Technical proficiency in coding and engineering

Whether your student is taking their first steps into robotics or looking to level up their existing skills, our supportive environment encourages experimentation, iteration, and bold thinking.

BASIS Independent Brooklyn’s Robotics Coach Nicholas will oversee the camp, and he shared: “I’m really excited about the Robotics Summer Camp, where students get hands-on experience building and programming robots using Arduino and other electronics.”

Coach Nicholas continued: “Whether students are new to robotics or have prior experience, this camp is a great opportunity to explore, problem-solve, and build something awesome together.”

Details at a Glance

  • Grades: 6–12
  • Dates: June 29 – July 3
  • Time: 12:00–4:00 p.m.
  • Investment: $850

Allow your teen to turn curiosity into capability. Space is limited—registration opens on January 6, 2026. Watch them build the future, one robot at a time. See our Summer 2026 website for more information.

Coach Nicholas and his high school robotics team prepare for their FIRST Competition demonstration.

Step Inside Grade 8 at BASIS Independent Bellevue with Megna P.!

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Meet Megna P., a beloved grade 8 student at BASIS Independent Bellevue! Megna is a brand new student to our campus, having just joined BLV in fall 2025 and we couldn’t be more excited to have her as a part of our Mountaineer Community!

Although it is just her first year at BASIS Independent Bellevue, Megna was eager to get involved on campus and is already a part of National Junior Honor Society and our Student Ambassador program. Outside of school Megna loves music. She enjoys playing the flute, violin, and singing! Megna was kind enough to let us follow her around for a day, so we could highlight all of the wonderful aspects of being a grade 8 student at BASIS Independent Bellevue.

Period 1: Algebra and Geometry II

Megna begins each day in Algebra and Geometry II with Ms. Illiescu. When students join BASIS Independent Bellevue in grade 5–9 they are all invited to take an optional math placement exam, which allows us to asses their skills and appropriately determine their math level. Algebra and Geometry II build upon the concepts introduced in Algebra and Geometry I, such as solving equations and inequalities with absolute value quadratic and logarithmic equations, and working with complex numbers and trigonometric functions of right triangles. Students will also be introduced to proofs in geometry with similar and congruent figures, circles and their parts, lines, and planes. With this knowledge, next year Megna will be ready to take on a Pre-Calc course in grade 9!

Period 2: Biology

At BASIS Independent Bellevue, students take Physics, Chemistry, and Biology as separate classes for all three years of middle school. This prepares the students to be ready to take honors and AP level science classes when they enter high school!

On this day, Megna is headed to Biology for period 2. Biology is her favorite subject. She loves how Dr. Dornhoffer encouragers her to ask questions and creates engaging labs that amplifying her knowledge and interest in the subject even further. In this course students study and apply the scientific method, describe the chemistry of life, analyze cell structure and function, and explain the drivers of cellular transport. Students also describe the processes of living organisms like photosynthesis and cellular respiration. To demonstrate her learning of the cell cycle, Megna got to design and create a board game based on the cell cycle.

Period 3: Chemistry

After Biology Megna is headed off to Chemistry with Ms. Abele. This course includes more advanced principles of atomic structure, elements, compounds, molar quantities, and the periodic table. Students are also introduced to high level concepts such as gas laws, stoichiometry, and types of reactions. Megna’s favorite lab so far this year has been the density lab. In the density lab, Megna measured the mass and volume of an aluminum foil shape and calculated the density based on the ratio of mass to volume. The class then compiled their data to test if they were accurate and precise with their measurements and calculations.

Period 4: U.S. History

Megna is then headed to U.S. History with Mr. Tyler! Megna enjoys having Mr. Tyler as a teacher for his keen ability to bring history to life through stories and his well timed jokes. This course is specifically focused on the history of the United States from the Pre-Columbian Era through the turn of the 20th century. In grade 6-8 our history department prepares students to be ready to take AP level history courses beginning in grade 9. Megna shared that this year she enjoyed creating a trifold for their Founding Father’s Project. Megna chose to research and create the trifold about Robert R. Livingston.

After a busy morning Megna is off to a well-deserved lunch and recess break. All students at BLV get a recess break after their lunch. This is a chance for students to connect with their friends outside of class and enjoy a break from their studies.

Period 5: Physics

Megna’s next period of the day is Physics with Ms. Englert-Erickson. In this course students will learn topics such as kinematics, forces, energy, gravitation, momentum, electrostatics, electricity, and light waves throughout the course of the year. Using the concepts learned, students will develop the ability to pose a scientific argument and present scientific evidence to support a claim.

Period 6: AE (Academic Enrichment)

Following Physics, Megna has her Academic Enrichment or AE course with Mr. Ballantyne. AE is a daily twenty-minute period that students have for studying and homework completion. Additionally, every Monday during AE time is Mountaineer Monday, a dedicated time for students to engage in social-emotional learning with their AE teacher, using our wellness curriculum CharacterStrong.

Period 7: English

Megna then heads to Period 7, English, with Ms. Forrest. In this course, students broaden their exposure to a variety of literary genres, including fiction, nonfiction, poetry, and drama, while learning to produce thoughtful, well-argued analyses. This year, students read the novel Frankenstein, and Megna especially enjoyed creating a castle-shaped trifold project that highlighted the novel’s gothic themes.

Period 8: Creative Writing

Megna then ends each day in her Creative Writing course with Ms. Fischer. In grade 8, students get to choose one elective course that they would like to take for the year. This year our grade 8 students could choose Creative Writing, Art Studio 2D, or Band. Megna chose Creative Writing as her elective because she has always had a passion for writing her own stories. This year she is most proud of her creation myth about how the sun and moon came to be.

Mandarin

Another important part of Megna’s school day is her Mandarin class that she has three times a week. Starting in grade 7 students get to choose a world language they would like to study. Currently at BLV we offer Mandarin, Latin, Spanish or French for student to choose from. Megna has been taking Mandarin with a teacher outside of school for a few years before she chose it as her world language this year.

When asked why she chose to study Mandarin as her world language, Megna shared, “I felt that as a non-native Mandarin speaker, taking Mandarin would allow me to explore a new language. Mandarin has two components to it, characters and Pinyin, which makes it challenging, especially for non-native speakers. It has been rewarding to see my progress.” Reflecting on her first year of Mandarin at BLV, Megna added, “Ms. Zhang, my Mandarin teacher, has also been very supportive and encouraging since my first day here, and the small class size provides each student with a lot of individual attention. A special memory that comes to mind is that all my classmates in my Mandarin class came up with a Chinese name for me, which made me connect with my peers.”

As students join BLV in different grade levels our World Language teachers are experts in differentiation and supporting students at their various levels in the language they are learning.

After school Megna is headed home to practice her flute or violin. Megna is a fabulous representative of what it means to be a BASIS Independent Bellevue Mountaineer. Megna exemplifies our community values of PACE which stand for, perseverance, active, community and empathy. Megna has shown her perseverance in all of her classes by working hard to excel in the rigorous curriculum at BLV. You can always count on Megna for a warm smile and hello when you see her around campus. We are so grateful to Megna and her family for allowing her to partner with us on creating this blog!

Holiday Season Has Arrived at BIM!

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Ghost and goblins (and KPop Demon Hunters characters) walked our halls as students dressed up for Halloween. Then, before Thanksgiving, many of our students got into the festive spirit inside the classroom. In Dr. Hartman’s chemistry classes, students learned the chemistry behind turkey timers (the spring is held down by a layer of metal or wax, which melts at a specific temperature) and perfect mashed potatoes (over-cooking or over-mixing ruptures cells and releases starch, leading to potatoes that are too sticky). They then constructed Thanksgiving-themed molecules, such as tryptophan, out of common Thanksgiving ingredients like cranberries and marshmallows.

AP Chemistry students testing the chemical reaction of vinegar with a mystery kitchen powder to figure out “who ate Grandma’s Thanksgiving pie.”

In Mr. Haines’s Historical Leadership class, Grade 8 and 12 students worked together in a historical re-enactment game set on the eve of the first Thanksgiving. They played as either Wampanoag or English, who met in separate rooms with limited communication, and had to decide whether to cooperate, isolate, or fight. The game produced a rather sad outcome—the Wampanoag came bringing gifts of friendship, and the English turned them away—but it also provided insight into the lives of early settlers and just how close that first Thanksgiving was to never happening.

Historical conversations continued into the final week before Winter Break!

We are now gearing up for a week of celebration before Winter Break, including dressing up for Spirit Week, music and drama performances from our middle and high school students, and the NHS Coffeehouse (i.e., talent show). And, to top it all off, we will end with our annual Winter Fest celebration. It’s going to be a great end to 2025!

BASIS Independent McLean is an Age 2–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Red-Tailed Hawks community? To join our interest list for the next school year and receive admissions updates and more, please click here.