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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 BASIS Independent McLean!

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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.

A Day in the Life: Grade 8

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Meet Geo!

Geo has been at BASIS Independent Fremont since grade 4, when he transferred from another private school in the area. Now in grade 8, he moves through a day that includes Pre-Calculus, high school Honors English, and Creative Writing, while also serving on the National Junior Honor Society and participating in Journalism, AI, and Robotics clubs. Outside of school, he’s a gamer (currently into Hollow Knight, though Minecraft dominated for years) and takes coding and Chinese classes to deepen his technical and linguistic skills.

How does he balance it all with a rigorous course load? Geo admits there’s the typical teenage struggle with procrastination, but when it’s time to buckle down, it’s manageable. “It’s like have fun and have time to do things, and then make time to do coursework.”

What makes grade 8 distinctive is how students like Geo begin to take ownership of their learning—choosing electives that reflect their interests, using Office Hours strategically for the subjects that need attention, and pursuing after-school clubs that align with their passions. The academics are demanding, but the opportunities to explore are equally rich.

Period 1 (8:25-9:10): Pre-Calculus AB with Mr. Sharma

Geo’s day begins with Pre-Calculus AB, a course that 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—preparing students for AP Calculus and beyond.

Today is test day. Students are being assessed on trigonometric functions, covering right triangles, the properties of the six trigonometric functions, application problems, and inverse trigonometric functions. It’s a rigorous start to the morning, but exactly the kind of mathematical foundation that prepares BASIS Independent Schools students for high school and college-level work.

Academic Enrichment (9:15-9:25)

After his math test, Geo heads outside to the Quad with friends. This brief period, monitored by teachers and the Student Affairs team, gives students time to reset before diving into the rest of their day.

Period 2 (9:30-10:15): French IB with Madame Laquidara

French IB builds on introductory language study, developing listening, speaking, reading, and writing skills with a focus on effective communication. Students explore French and Francophone cultures, learning about family life, daily routines, and cultural traditions practiced throughout the French-speaking world.

Class begins with a pop quiz on which verbs are conjugated with être. Afterwards, students break into small groups for a creative project—writing songs in French set to well-known tunes. Geo’s group chose a Christmas classic to get into the holiday spirit, blending language learning with seasonal fun.

Period 3 (10:20-11:05): PE & Health 8 with Mr. Pappas

PE & Health for grade 8 teaches specific skills through sports while emphasizing teamwork, fair play, and sportsmanship. The course also covers essential health topics, including nutrition, CPR, anatomy, and physiology, providing students with knowledge for lifelong wellness.

After stretches and warm-ups, students play kickball—a chance to move, compete, and practice the collaborative skills they’re developing across all their classes.

Period 4 (11:10-11:55): Lunch

Geo brings his packed lunch to a National Junior Honor Society meeting. The first ten minutes give students time to eat and catch up, then the group moves through their agenda—reviewing mental health surveys they distributed to students, planning upcoming library organization efforts, and breaking into committees to discuss next steps for their initiatives.

Geo serves on the Peer-to-Peer Tutoring Committee, which organizes weekly tutoring opportunities for middle school students. It’s leadership in action—students identifying needs in their community and creating solutions.

Period 5 (12:00-12:45): English 8 with Ms. Hotaling

English 8 is equivalent to a high school honors program, preparing students for eventual passage of both AP English Literature and AP English Language exams. Students broaden their exposure to different genres while learning to produce thoughtful, well-argued analyses with pieces that are both soundly constructed and powerfully phrased.

Today, students identify values and discuss how these help societies function smoothly, relating the conversation to their reading of “Lord of the Flies”. It’s the kind of thematic analysis that connects literature to larger questions about human nature and social structures.

Period 6 (12:50-1:35): Physics 8 with Mr. Smith

Physics 8 builds understanding of the physical world both conceptually and mathematically, expanding concepts to real-world situations and introducing two-dimensional problems for the first time. Students develop the ability to pose scientific arguments and present evidence to support claims across topics, including kinematics, forces, energy, momentum, optics, electricity, and magnetism.

Today, students prepare for their upcoming unit test on Forces—reviewing concepts and working through practice problems that will demonstrate their mastery of the material.

Period 7 (1:40-2:25): Creative Writing with Mr. Bradshaw

Creative Writing introduces students to prose and poetry, focusing on scene, characterization, plotting, point of view, and dialogue. Students read work from classic and contemporary writers, study craft essays, and critique one another’s original writing.

Today’s prompt: “You’re walking home, and you think you’re being followed. Tell this story.” Students dive into their narratives, building tension and developing their storytelling skills. “I really like writing, especially fiction,” Geo says. “It’s a really fun thing to do, to build a world.”

Period 8 (2:30-3:15): U.S. History with Mr. Loero

U.S. History investigates American history from the Pre-Columbian Era through the turn of the 20th century, designed both thematically and chronologically. The course emphasizes historical thinking skills as students analyze primary and secondary sources, evaluate causes and effects, and examine change and continuity over time to craft historically defensible claims about the past.

Today’s topic: the Tea Act of 1773. Students discuss the political and economic tensions that contributed to colonial resistance, connecting individual events to the larger narrative of the American Revolution.

Office Hours (3:20-4:00)

Most days, Geo uses Office Hours strategically based on what he needs. “It really depends,” he explains. “Sometimes it’s French, sometimes it’s math, sometimes it’s coding. Sometimes I go to Mr. Sharma’s to get work done. It really ranges depending on what homework I have. Usually, it’s time to get coursework done. Sometimes, though, I use him for explanations.”

It’s this flexibility that makes Office Hours valuable—students can seek one-on-one help when they’re stuck, work through challenging assignments with teacher guidance, or dig deeper into subjects they’re passionate about. For Geo, it’s about meeting his needs in the moment, whether that’s tackling a tricky pre-calculus problem or clarifying French grammar.

When the final bell rings, Geo’s day continues with the clubs that fuel his interests beyond the classroom.

Journalism Club has Geo writing articles for the student newspaper, “The Yellow Pages”. His current piece explores the holiday spirit at his local campus, BASIS Independent Fremont. “I think that has taught me a lot of valuable experience,” he notes—developing both writing skills and the ability to capture the school community’s voice.

Robotics Club brings theory into physical form. Students have been building, testing, and driving a moving robot—applying engineering principles, problem-solving collaboratively, and iterating their designs based on real-world performance.

AI Club takes students on a deep dive into how artificial intelligence actually works—and it’s a lot of lines of code. “It’s very interesting to see the functions and how it all works,” Geo says. “It’s very interesting and very intriguing, though it does get a little complicated at times.” The complexity doesn’t deter him; it draws him deeper into understanding the technology shaping the future.

From Pre-Calculus to Creative Writing, from NJHS leadership to hands-on robotics, Geo’s day showcases what’s possible when rigorous academics meet genuine opportunities for exploration. His advice to other students? “I would say join the clubs that seem the most fun for you, but also have a balance of education.” It’s a demanding schedule, yes—but one that prepares students not just for high school, but for thinking critically, creating boldly, and pursuing their passions with purpose for college and beyond.

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.

From Day One: How we Foster Belonging and Growth

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Starting at a new school is an exciting transition—one filled with possibility, discovery, and new routines


A Strong Start

At BASIS Independent Manhattan, a PreK-grade 12 private school in NYC, we know that a strong start begins with more than academics. Students thrive when they feel confident, connected, and supported, both socially and emotionally. From the moment families join our community, we surround each child with a thoughtful system of support grounded in clear expectations, consistent routines, and nurturing relationships.

What is Our Approach at the Lower School?

A Thoughtfully Designed Transition for Every Student

Whether a student is joining us from PreK to grade 5, advancing to a new grade, or transferring mid-year, our faculty and Student Affairs teams work together to ensure each child feels ready—emotionally, socially, and academically.


We begin with:

Individualized onboarding including our Student Affairs Team and educators connecting with new families prior to the start of the school year

Early relationship-building, such as pairing new families with a current family to help them feel welcomed and informed

Predictable, structured routines that set expectations, introduce students to the available resources, and nurture confidence during a child’s transition into a new school community

School Perspective: Supporting Student Connections

Hear from our Director of Student Affairs, Ms. Bandarenko as she explains how she supports new students socially and academically as they transition into a new community.

The Role of Social–Emotional Learning at BASIS Independent Manhattan

Our approach to Social-Emotional Learning (SEL) is embedded in daily interactions, classroom practices, and community routines. Students learn how to:


1. Build resilience and perseverance
2. Develop independence and self-advocacy
3. Strengthen communication and conflict-resolution skills
4. Form positive peer relationships
5. Navigate new environments with confidence

Creating a School Culture Where Every Student Can Thrive

We prioritize:
1. Dependable routines and joyful structure
2. Daily opportunities for connection
3. Intentional, developmentally aligned expectations
4. A strong partnership with families

Top Left: Director of Student Affairs, Ms. Bandarenko, and a new student get acquainted. Top Right and Below: Lower School Dean of Students, Ms. Rodriguez, meeting with a student.

We believe when students feel known, they feel empowered—and when they feel empowered, they thrive.

Curious how our Subject Expert Teachers, Deans, and Student Affairs teams support students academically and emotionally?  We would love to meet your family at our Lower School on the UWS in NYC!

Visit Us!

A Day in the Life: Geo Y., Grade 8

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BASIS Independent Fremont Upper School is where academic rigor meets opportunity. Grade 8 students take high school-level courses, lead campus initiatives, and explore everything from artificial intelligence to creative fiction. It’s a balance of academic depth and personal exploration—and no two students’ schedules look quite the same. To show you what that looks like in practice, we followed Geo through his day.

Meet Geo

Geo has been at BIF since grade 4, when he transferred from another private school in the area. Now in grade 8, he moves through a day that includes Pre-Calculus, high school Honors English, and Creative Writing, while also serving on the National Junior Honor Society and participating in Journalism, AI, and Robotics clubs. Outside of school, he’s a gamer (currently into Hollow Knight, though Minecraft dominated for years) and takes coding and Chinese classes to deepen his technical and linguistic skills.

How does he balance it all with a rigorous course load? Geo admits there’s the typical teenage struggle with procrastination, but when it’s time to buckle down, it’s manageable. “It’s like have fun and have time to do things, and then make time to do coursework.”

What makes grade 8 distinctive is how students like Geo begin to take ownership of their learning—choosing electives that reflect their interests, using Office Hours strategically for the subjects that need attention, and pursuing after-school clubs that align with their passions. The academics are demanding, but the opportunities to explore are equally rich.

Let’s follow Geo through a typical day to see what grade 8 at BIF really looks like in action.

Period 1 (8:25-9:10): Pre-Calculus AB with Mr. Sharma

Geo’s day begins with Pre-Calculus AB, a course that 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—preparing students for AP Calculus and beyond.

Today is test day. Students are being assessed on trigonometric functions, covering right triangles, the properties of the six trigonometric functions, application problems, and inverse trigonometric functions. It’s a rigorous start to the morning, but exactly the kind of mathematical foundation that prepares BIF students for high school and college-level work.

Academic Enrichment (9:15-9:25)

After his math test, Geo heads outside to the Quad with friends. This brief period, monitored by teachers and the Student Affairs team, gives students time to reset before diving into the rest of their day.

Period 2 (9:30-10:15): French IB with Madame Laquidara

French IB builds on introductory language study, developing listening, speaking, reading, and writing skills with a focus on effective communication. Students explore French and Francophone cultures, learning about family life, daily routines, and cultural traditions practiced throughout the French-speaking world.

Class begins with a pop quiz on which verbs are conjugated with être. Afterwards, students break into small groups for a creative project—writing songs in French set to well-known tunes. Geo’s group chose a Christmas classic to get into the holiday spirit, blending language learning with seasonal fun.

Period 3 (10:20-11:05): PE & Health 8 with Mr. Pappas

PE & Health for grade 8 teaches specific skills through sports while emphasizing teamwork, fair play, and sportsmanship. The course also covers essential health topics, including nutrition, CPR, anatomy, and physiology, providing students with knowledge for lifelong wellness.

After stretches and warm-ups, students play kickball—a chance to move, compete, and practice the collaborative skills they’re developing across all their classes.

Period 4 (11:10-11:55): Lunch

Geo brings his packed lunch to a National Junior Honor Society meeting. The first ten minutes give students time to eat and catch up, then the group moves through their agenda—reviewing mental health surveys they distributed to students, planning upcoming library organization efforts, and breaking into committees to discuss next steps for their initiatives.

Geo serves on the Peer-to-Peer Tutoring Committee, which organizes weekly tutoring opportunities for middle school students. It’s leadership in action—students identifying needs in their community and creating solutions.

Period 5 (12:00-12:45): English 8 with Ms. Hotaling

English 8 is equivalent to a high school honors program, preparing students for eventual passage of both AP English Literature and AP English Language exams. Students broaden their exposure to different genres while learning to produce thoughtful, well-argued analyses with pieces that are both soundly constructed and powerfully phrased.

Today, students identify values and discuss how these help societies function smoothly, relating the conversation to their reading of “Lord of the Flies”. It’s the kind of thematic analysis that connects literature to larger questions about human nature and social structures.

Period 6 (12:50-1:35): Physics 8 with Mr. Smith

Physics 8 builds understanding of the physical world both conceptually and mathematically, expanding concepts to real-world situations and introducing two-dimensional problems for the first time. Students develop the ability to pose scientific arguments and present evidence to support claims across topics, including kinematics, forces, energy, momentum, optics, electricity, and magnetism.

Today, students prepare for their upcoming unit test on Forces—reviewing concepts and working through practice problems that will demonstrate their mastery of the material.

Period 7 (1:40-2:25): Creative Writing with Mr. Bradshaw

Creative Writing introduces students to prose and poetry, focusing on scene, characterization, plotting, point of view, and dialogue. Students read work from classic and contemporary writers, study craft essays, and critique one another’s original writing.

Today’s prompt: “You’re walking home, and you think you’re being followed. Tell this story.” Students dive into their narratives, building tension and developing their storytelling skills. “I really like writing, especially fiction,” Geo says. “It’s a really fun thing to do, to build a world.”

Period 8 (2:30-3:15): U.S. History with Mr. Loero

U.S. History investigates American history from the Pre-Columbian Era through the turn of the 20th century, designed both thematically and chronologically. The course emphasizes historical thinking skills as students analyze primary and secondary sources, evaluate causes and effects, and examine change and continuity over time to craft historically defensible claims about the past.

Today’s topic: the Tea Act of 1773. Students discuss the political and economic tensions that contributed to colonial resistance, connecting individual events to the larger narrative of the American Revolution.

Office Hours (3:20-4:00)

Most days, Geo uses Office Hours strategically based on what he needs. “It really depends,” he explains. “Sometimes it’s French, sometimes it’s math, sometimes it’s coding. Sometimes I go to Mr. Sharma’s to get work done. It really ranges depending on what homework I have. Usually, it’s time to get coursework done. Sometimes, though, I use him for explanations.”

It’s this flexibility that makes Office Hours valuable—students can seek one-on-one help when they’re stuck, work through challenging assignments with teacher guidance, or dig deeper into subjects they’re passionate about. For Geo, it’s about meeting his needs in the moment, whether that’s tackling a tricky pre-calculus problem or clarifying French grammar.

When the final bell rings, Geo’s day continues with the clubs that fuel his interests beyond the classroom.

Journalism Club has Geo writing articles for the student newspaper, “The Yellow Pages”. His current piece explores the holiday spirit at BIF. “I think that has taught me a lot of valuable experience,” he notes—developing both writing skills and the ability to capture the school community’s voice.

Robotics Club brings theory into physical form. Students have been building, testing, and driving a moving robot—applying engineering principles, problem-solving collaboratively, and iterating their designs based on real-world performance.

AI Club takes students on a deep dive into how artificial intelligence actually works—and it’s a lot of lines of code. “It’s very interesting to see the functions and how it all works,” Geo says. “It’s very interesting and very intriguing, though it does get a little complicated at times.” The complexity doesn’t deter him; it draws him deeper into understanding the technology shaping the future.

From Pre-Calculus to Creative Writing, from NJHS leadership to hands-on robotics, Geo’s day showcases what’s possible when rigorous academics meet genuine opportunities for exploration. His advice to other students? “I would say join the clubs that seem the most fun for you, but also have a balance of education.” It’s a demanding schedule, yes—but one that prepares students not just for high school, but for thinking critically, creating boldly, and pursuing their passions with purpose.

Curious about what your student’s day could look like at BIF? We’d love to show you around. Click here to schedule a tour, attend an upcoming open house, or reach out to our admissions team to learn more about BASIS Independent Fremont Upper School.

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.

What Makes Senior Year at BASIS Independent Schools Truly Exceptional

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At BASIS Independent Schools, the final year of high school is much more than the average senior year — it’s a powerful transition from advanced classroom learning to meaningful, real‑world academic application. Here’s how we do it differently, and how our BASIS Independent Dublin campus is uniquely positioned to empower students for college and beyond.

1. A Curriculum Designed for Depth and Distinction

By grade 11 most students have completed their required coursework, freeing up their senior year to focus on three key pillars: Capstone Courses, College Counseling, and the Senior Project.

Capstone Courses
Students take Capstone Courses during the first two trimesters of their senior year. These teacher-designed teacher‑designed courses go beyond breadth, diving into topics at a university‑level depth — and the Subject Expert Teachers bring their passion and expertise to light in every class. Example courses include, but are not limited to:

• Contemporary Renditions of the Classics
• Economics of Water Resources
• Differential Equations
• Econometrics
• Corporate Finance
• Introduction to Gothicism and Horror
• Game Theory and Behavioral Economics
• French Literature and Film

• Advanced Java Topics & Machine Learning
• Introduction to Linguistics
• Linear Algebra
• Industrial Chemistry
• Multiversal Fiction
• Multivariable Calculus
• Rhetoric and Communications
• Topics in Modern Physics

The seminar or lab‑style format mirrors what students will encounter in college, helping them build habits of independent thought, collaboration and project‑based learning.

2. College Counseling Built Into the Curriculum

We integrate a dedicated College Counseling module into the senior year: a daily class during the first two trimesters where each student works alongside their College Counselor to craft college and scholarship applications, refine essays, conduct mock interviews, and align decisions with their personal goals.

This is more than a guidance office pass‑through. Students meet individually with counselors during class time, in an environment built for focus, peer support, and high expectations. That means better planning, deeper fit, and stronger applications — exactly the kind of experience families exploring BASIS Independent Dublin are seeking.

3. The Senior Project: Real Work. Real Impact

For the final trimester, seniors apply everything they’ve learned in high school to a three‑month, off‑site Senior Project, designed and executed by the students, with coaching from both an internal faculty advisor and an external professional mentor (lab director, entrepreneur, researcher, etc.).

Our seniors start by designing a research question that is often centered on a subject they are passionate or curious about. Then they embark on a journey to answer it, documenting and analyzing their findings as they go. They partner with both an internal and external advisor to support and guide their research. Students may choose to conduct their research in the form of internships or experimental research at university research labs, field work abroad, or research conducted remotely from home. From explorations into new-age technology to cutting-edge medical advancements to social justice, the Senior Project offers students the opportunity to channel their innate curiosity. This experience readies them for the type of self-direction and self-discipline expected in an undergraduate and graduate setting.

This project culminates in a public presentation to the school community—demonstrating academic rigor, professional maturity, and real‑world relevance. It’s the ultimate capstone to the BASIS Independent Schools experience, and at the Dublin campus it offers students local access to the Bay Area’s rich research ecosystem, internship opportunities, and global perspectives.

Examples of Senior Projects completed by recent graduates of BASIS Independent Fremont and BASIS Independent Silicon Valley include:

• Transportation Planning for Safer and More Efficient Intersections
• From Nerves to Nodes: Creating a Bionic Arm through 3D Printing
• Tackling a National Epidemic: Developing a Mobile Application for Mental Health
• Helping Alameda County Unhoused Students Pursue Further Education
• Detecting Fast-moving Near-Earth Objects with a Novel Deep Learning Algorithm
• Adaptive Glove System for Real Time Piano Learning Assistance
• Graffiti, The Punk Movement, Hip-Hop Culture, and Socioeconomic Oppression

• Exploring Plant-Based Dyes for Sustainable Fashion
• Using Image Recognition to Assess Forest Areas Prone to Wildfires
• Jaws: The Classic that Doomed Sharks
• A New Perspective of the Beautiful Game: Material Composition and Aerodynamics of a Soccer Ball
• Response to Tragedies as Portrayed in Contemporary Chinese Films
• Searching for a Universal Solution to Common Small Business Marketing Problems
• Analyzing the Quantum Hall Effect in Apollonian Gaskets

Why This Matters

• Global Readiness: Our Dublin location gives students access to a vibrant hub of research, technology, and innovation—preparing them for success at leading universities and careers worldwide.

• College Fit + Success: The embedded college counseling program ensures students don’t just apply to top schools, they enroll at the right schools for them.

• Hands‑On, Future‑Ready Work: The Senior Project gives students a portfolio piece, professional mentor network, and presentation experience — a differentiator in the competitive admissions landscape.

“Our senior year gives me the ability to pursue exactly the subjects I want to pursue in college, without being constrained by required courses. This makes the scheduled classes more than just coursework – they’re truly enjoyable with passionate teachers that make the classes inspiring and motivating.” – Harini N., Senior at BASIS Independent Fremont

The final year of high school should be transformational. It’s not simply “wrapping up high school” — it’s the launch‑pad to college and career success.

Ready to Learn More?

If your family is considering BASIS Independent Dublin, we invite you to connect with our admissions team to explore how our unique senior‑year program aligns with your student’s goals. Let’s design a path that leads to success — and sets your student apart.

Contact Our Admissions Team