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Fall 2025: What to Expect at Your Virtual Family Meeting

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At BASIS Independent Bothell, we seek applicants who have an interest in learning at an international level, a desire to make a contribution, a willingness to work hard, and an ambition to join a collaborative, supportive, and joyful community of peers, Learning Expert Teachers, and Subject Expert Teachers. Be ready to participate in a culture where academics are encouraged, learning is celebrated, and students have fun! In order to both ensure student success and manage the popularity of our program, admissions is a selective process.

What is the Virtual Family Meeting?
The Virtual Family Meeting is an essential part of the admissions process at BASIS Independent Bothell and is part of our final admissions decision. This 20-30 minute meeting is the school’s opportunity to learn more about your child and your family’s interest in our school.

While we are happy to answer questions about our program, the Virtual Family Meeting is not intended to be the first time families learn about our offerings. Prior to the Virtual Family Meeting, we strongly encourage families to visit our website and blog, attend an Admissions Event, or speak with a member of the Admissions Team.

When are the meetings held?
Virtual Family Meetings are held Monday – Friday from 3:00 PM to 5:00 PM every 30 minutes. 

Who is required to attend the Virtual Family Meeting?
At least one parent or guardian is required to attend. Students applying for Kindergarten – Grade 1 are not required to attend. Students applying to Grades 2 – 9 are required to attend.

If your child is required to attend the Virtual Family Meeting and does not, you will be asked to reschedule. 

What if we are applying for more than one student?
Only register for one Virtual Family Meeting, and bring both students, if required to attend, to the same meeting. 

When does the meeting have to take place?
Families must first apply before scheduling their Virtual Family Meeting. The Virtual Family Meeting must be completed before receiving an admissions decision.

How do we register for a Virtual Family Meeting?
Once you have submitted your application, you will be prompted to schedule your Virtual Family Meeting. 

If you’re not ready to choose a date and time when you apply, you can always log back in at a later date and choose one that is convenient.

How long is the Virtual Family Meeting?
Virtual Family Meetings are generally 20-30 minutes long. Oftentimes, those hosting the Virtual Family Meeting will have back-to-back appointments and will be unable to go over the 30-minute mark. 

Who will we be meeting with?
Our Virtual Family Meetings are hosted by members of the Admissions Team, members of our Administration, and even some of our Subject Expert Teachers! You never know who will be hosting, but you’ll always get to speak with a member of the Bothell community.  

What questions will we be asked?
The meeting is our chance to get to know you and your child more in a one-on-one setting. We may ask you questions about why you’re interested in our program, your child’s academic and non-academic interests, and even what they like to do with their free time. 

We discourage any formal interview prep, as it tends to make students more nervous when we are just trying to get to know them. We want all students to feel comfortable and be themselves. 

How will the Virtual Family Meeting be held?
You will receive a reminder email 24 hours before your meeting time with a Zoom link to your virtual meeting. When your meeting time arrives, please log in to your meeting via Zoom. 

Can we ask questions at the end? 
If there is time, yes! But always note who you are speaking to. Whoever hosts your meeting will always introduce themselves and let you know their role at the school. If their role is not in relation to your question, they will let you know, and encourage you to reach out to the Admissions Team for an answer. 

We look forward to meeting you and your student(s) soon at your Virtual Family Meeting!

If you have any questions, email us at bothell.admissions@basisindependent.com.

Fall 2025: What to Expect at Your Virtual Play Date

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At BASIS Independent Bothell, we seek applicants who have an interest in learning at an international level, a desire to make a contribution, a willingness to work hard, and an ambition to join a collaborative, supportive, and joyful community of peers, Learning Expert Teachers, and Subject Expert Teachers. Be ready to participate in a culture where academics are encouraged, learning is celebrated, and students have fun! In order to both ensure student success and manage the popularity of our program, admissions is a selective process.

What is the Virtual Play Date?
The play-based assessment provides our teachers, administrators, and admissions staff the opportunity to get to know your child and observe your child’s social-emotional and academic development in a one-on-one setting.

The virtual assessment will take place in the comfort of your own home and we request that you have a few materials available for your child to use during the duration of the Play Date.  

Play Dates can last up to 30 minutes and feature time for our teacher or administrator to get to know your child, followed by an age-appropriate lesson or activity. 

What materials should be brought to the Play Date?
Your child should be comfortable and sitting in a chair at a table. Please have these materials ready for your child:

  • A recently created piece of artwork
  • Several sheets of paper
  • Writing or drawing utensils (crayons / color pencils / markers / pencil)
  • A favorite book
  • A favorite toy

Who is required to attend the Play Date?
One adult (a parent, guardian, caregiver, or family member) is required to be present, but this person is expected to only provide technical support as needed. We hope to interact with your child independently of the adult.

We ask that the adult in the room sit behind and to the side of the child so that our teacher or administrator may be able to effectively conduct this assessment without adult interference. 

When does the Play Date have to take place?
Families must first apply before scheduling their Virtual Play Date. The Play Date must be completed, along with any other required meetings before receiving an admissions decision.

How do we register for a Play Date?
Once you have submitted your application, you will be prompted to schedule your Play Date. 

If you’re not ready to choose a date and time when you apply, you can always log back in at a later date and choose one that is convenient.

How long is the Play Date?
Play Dates are generally 15-20 minutes long. Oftentimes, those hosting the Play Date will have back-to-back appointments and will be unable to go over the 30-minute mark. 

Whom will we be meeting with?
Our Play Dates are hosted by members of the Admissions Team, members of our Administration, and even some of our Subject Expert Teachers! You never know who will be hosting, but your child will always get to meet with a member of the Bothell community. 

What if my child doesn’t know all the answers?
That’s ok! We are meeting with them to gauge where they are socially, emotionally, and academically. We know and understand not all students are in the same place. 

What if my child doesn’t speak English?
While we understand not all students will be proficient in English, we are looking for more than a beginner level of English fluency. Students should be able to answer questions from the host about themselves, numbers, colors, a book or toy, etc. in English. The host should not have to speak slowly or repeat themselves for the child to understand. The adult attending the Play Date should also not offer any assistance or translation for the child.

How will the Play Date be held?
You will receive a reminder email 24 hours before your meeting time with a Zoom link to your Virtual Play Date. When your meeting time arrives, please log in to your meeting via Zoom. 

What if my child doesn’t do well due to unforeseen circumstances?
We know children don’t always have good days, a good night’s sleep, their tummy hurts, they are overly shy – we understand all these things. 

It is the right of the Admissions Office to reschedule if we feel it is necessary, however, we will not offer to reschedule if the adult feels the child did not do well or their best. As this is an assessment, only one opportunity for the assessment is allowed.  

Will we know the results of the Play Date?
No, we do not share assessment results with applicants or parents.  

We look forward to meeting your student(s) at their Virtual Play Date!

If you have any questions, email us at bothell.admissions@basisindependent.com.

Why Mandarin?

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When families begin learning about our Early Learning and Primary programs, they often ask us the same question: “Why do you teach Mandarin to all your students?”

Mandarin is a required part of our curriculum from Transitional Kindergarten to Grade 4 because Mandarin provides our early learners with the opportunity to engage both sides of their brains, provides students with visual and artistic stimulation, and promotes the development of interdisciplinary thought and analysis.

Mandarin is a tonal language. This means that the same word can have multiple different meanings depending on the tone. Students of the language must attend to both the basic sound as well as the tone in order to understand a word.

The difference in brain activity between Mandarin and English speakers is well documented in scientific research. Most recently, The Proceedings of the National Academy of Sciences of the United States of America published a study that outlined the specific differences in brain activity between speakers of tonal and non-tonal languages.

The results demonstrated that while speech processing is largely carried out in the “common left hemisphere,” Mandarin speakers activate an additional sector of their brain called the “right anterior temporal cortex,” which is crucial in recognizing differences in tone. Learning to speak a tonal language means that one must exercise this connection between the left and right hemispheres of the brain in order to improve their tonal comprehension abilities.

Additionally, Mandarin’s use of written characters for each word rather than an alphabet provides students with visual and artistic stimulation. Introducing Mandarin at an early age promotes the development of interdisciplinary thought and analysis, enabling the students to draw connections between their lessons from different subjects. 

Mandarin instruction at BASIS Curriculum Schools employs a variety of teaching techniques for accessing different styles of learning. For example, because tone is so important when speaking Mandarin, students often use music and song to practice their speaking skills. Through a variety of teaching methods and instructional media, students rapidly improve their conversational Mandarin abilities.

Though Mandarin is the required World Language from TK – Grade 4, a student’s exposure to another language doesn’t end there. Beginning in Grade 5, students will study Latin as their World Language. Then, from Grade 7 and onwards, students will choose between French, Latin, Mandarin, or Spanish as their World Language.

BASIS Independent Silicon Valley 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 Bobcat community? To join our interest list for the next school year and receive admissions updates and more, please click here. 

Fun at the Pumpkin Patch: TK and Kindergarten’s First Field Trip to Lemos Farm

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BASIS Independent Silicon Valley Lower organized its first TK and Kindergarten field trip, taking our youngest learners to Lemos Farm Pumpkin Patch in Half Moon Bay. As it was their first field trip, this outing provided a valuable educational opportunity for our students outside of the classroom where they had the chance to explore, build on friendships, and expand on their experiences. With seventy-eight students, twelve staff members, and eight parent chaperones in tow, the day was packed with exciting adventures.

Upon arrival, everyone split into groups to explore the farm. Students had a variety of options to choose from including a giant slide, a petting zoo, barnyard jump houses, and, of course, picking out their own pumpkin to take home.

After visiting many farm attractions, students reconvened for lunch and then set out again to explore the farm. They built a house out of pumpkins, jumped on hay bales, and enjoyed the playground rocking horses. Our teachers and chaperones did an amazing job ensuring everyone was safe and having a great time.

“Today was all about fun, learning, and making memories. Seeing the kids so happy and engaged made it a fantastic day,” expressed Dean of Students, Mr. Bosley. “It was a great community builder for our youngest scholars and a fun autumn learning opportunity. I am so happy to have shared this experience with such a wonderful group of students.”

After spending quite some time on the playground, our students headed home with pumpkins in tow. It was a day of simple joys, new experiences, and friendships, marking a perfect start to the autumn season for our youngest learners.

Spellbinding Fun at BASIS Independent Fremont’s TK/K Fall Social!

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This month, BASIS Independent Fremont’s youngest learners eagerly anticipated one of their first social events of the school year — the annual TK/K Fall Social. Student socials, sprinkled throughout the academic calendar, provide invaluable opportunities for young minds to extend their connections beyond the classroom, forge new friendships, practice essential emotional-social skills, and engage in a variety of fun activities. This year’s TK/K Fall Social, held on Friday the 13th of October, took on a thrilling Halloween theme. The scary and silly festivities promised an extra dose of fun, creating lasting memories for these budding scholars. Let’s delve into the delightful details of this year’s affair!

Adorable Costumes Galore!

Our little Bumblebees truly stole the show, demonstrating their ghostly or glamorous spirit through an array of costumes! From friendly ghosts to daring superheroes and whimsical witches, each child’s creativity shone brightly. We couldn’t help but “ooh” and “ahh” when our tiny Bumblebees transformed into characters from their wildest imaginations! 

Pumpkin Painting Extravaganza!

The enchantment continued with a Pumpkin Painting Extravaganza! Our little artists dived into an evening of creativity, transforming ordinary pumpkins into magical works of art. Witness the joy on their faces as they brought their pumpkin masterpieces to life! 

Trick-or-Treat Design Delight!

Glittery rhinestones, feathers, bold colors, or a spooky nightscape—what’s your trick-or-treat style? Our Bumblebees explored their artistic side by decorating bags to carry sweet treats on Halloween night. The room buzzed with excitement as imaginations ran wild, resulting in one-of-a-kind creations. Feast your eyes on this dazzling display of trick-or-treat bag artistry!

Monster Mash Dance Party!

The night took a lively turn as our little Bumblebees danced the night away at the Monster Mash! Laughter filled the air as they grooved to silly tunes and played delightful games with their friends. The joy of pure, carefree fun radiated from every corner of the room. 

Unwinding with Art

After all the dancing excitement, it was time to settle down for some coloring and arts and crafts. Tiny hands worked diligently to create mini-masterpieces, marking the perfect end to a magical evening. Here’s a heartwarming glimpse into the serene world of creativity our little Bumblebees explored! 

The TK/K Fall Social marked an enchanting Friday the 13th, for our littlest Bumblebees, serving as one of their earliest and most cherished memories of playful bonding with friends beyond the classroom walls. This delightful first is just the inaugural chapter in a series of moments that will shape their journey at BASIS Independent Fremont. From here on, memories filled with joy, creativity, and a strong sense of community spirit await our Bumblebees as they navigate the exciting path of their educational adventure. This Fall Social was not just an event; it was a precursor to the wonderful experiences that will unfold during their time at our school.

Learn more about BASIS Independent Fremont’s Early Learning Program here. 

BASIS Independent Fremont is a grades TK-12 private school based in Fremont, California, providing students with an internationally benchmarked liberal arts and sciences curriculum.

The Story Behind the Elements: Unveiling the Origins of Our Grade Level Names

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BASIS Curriculum Schools have always associated their classes with elements from the periodic table. At BASIS Independent Silicon Valley Lower, we have thoughtfully organized our grade bands into distinct elemental characteristics to provide a structured and inclusive educational experience for each student that creates a sense of belonging and pride. Our chosen elements include transition metals, the lightest elements, alkaline earth metals, alkali metals, expensive transition metals, and radioactive elements created in California. Each grade level has unique characteristics, and we assign them diverse and meaningful names to reflect their individuality.


Transitional Kindergarten and Kindergarten 

Starting with our youngest students, Transitional Kindergarten and Kindergarten are represented by the transition metals on the periodic table. These four sections include zinc (Zn) for Transitional Kindergarten, with copper (Cu), cobalt (Co), and nickel (Ni) representing Kindergarten. Transition metals are also great conductors of heat and electricity. TK and K represent an academic time where students can absorb a vast amount of information while simultaneously learning how to be BASIS Independent students.

Kindergarten Cobalt (KCo) heading back to class after lunch with their Early Learning Teacher, Ms. Ocampo

Grade 1 

The lightest gasses on the periodic table represent Grade 1: hydrogen (H), helium (He), and neon (Ne). Two elements are members of the noble gas family, which represent elements that function independently. However, with the advances in modern science, we now know that is not the case. While hydrogen is not a noble gas like helium or neon, it represents a compound that quickly pairs with carbon compounds that make up all life on Earth. Even though all three of these elements are not a member of the same family, they represent two essential characteristics to students within Grade 1; making social connections while simultaneously practicing independence.

Grade 1 Hydrogen (1H) starting their new book Beezus and Ramona by Beverly Cleary in their Humanities class


Grade 2 

Grade 2 consists of alkaline earth metals, including calcium (Ca), radium (Ra), and barium (Ba). These three elements all have the characteristic of being basic rather than acidic. Metaphorically, this basic quality represents the solidification of academic foundations, which is very characteristic of Grade 2 within our program.

Grade 2 Calcium (2Ca) performing River Child at their Spring Musical Performance

Grade 3 

Our Grade 3 goes by potassium (K), lithium (Li), and sodium (Na), also known as alkali metals. These types of metals are all known for their ability to react with water forming alkalis that neutralize acids. Grade 3 is a time of combining academic and social knowledge to gain more independence as a learner.

Grade 3 Lithium (3Li) enjoying their Mindful Mandala Drawing exercise in their Connections class

Grade 4 

Grade 4 consists of the “precious” transition metals; platinum (Pt), palladium (Pd), and rhodium (Rh). These three metals are also known as platinum group metals because they share similar characteristics and are considered rare. Grade 4 embodies a rich academic foundation ready for the second most amount of independence within our school. These students get many opportunities to let their academic and social skills shine. This is the last year they will have a Learning Expert Teacher (LET) to guide them, and they gradually become ready to take on a self-reliant scholarly role.

Grade 4 Palladium (4Pd) showing off their Bobcat pride in their matching sweatshirts

Grade 5 

Lastly, Grade 5 consists of the radioactive elements created in California, including berkelium (Bk), californium (Cf), and lawrencium (Lr). These three elements fall within the transuranic element group, also known as man-made elements. Grade 5 features the shortest time of complete academic independence within our lower school campus, much like the short life of most radioactive elements. These three elements were also created within our state, giving our BASIS Independent Silicon Valley Lower students a connection to the state of their education.

Grade 5 Californium (5Cf) engaging in group work on their laptops

Element assignment per class is used within all of the BASIS Independent Schools. However, the specific elements we selected represent our campus to show what we cherish within our BE A LINK value system. Our Bobcats have truly embraced the connection between academia and self-identity, creating a remarkable synergy that fuels their growth and success. They have come to understand that their unique talents, passions, and experiences are not separate from their academic pursuits, but rather integral elements that shape their learning journey here at BASIS Independent Silicon Valley Lower. 

The Communication Journal: How our Students Use Their CJ to Be Successful

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Helping students manage their time and schoolwork effectively is core to the BASIS Curriculum. One of our most important tools in developing students with life-long habits of self-direction and disciplined, critical enquiry is the Communication Journal (CJ).

At first glance, it’s an analog daily planner. In practice, it’s the epicenter of our students’ educational experience, a record of their wins, their losses, and most importantly, their areas for improvement. During the school day, we focus on building the student-teacher relationship. The CJ is critical in helping families feel involved in their child’s education at the end of the day. It is the first daily touch-point between teachers and parents and acts as a discussion started at home between students and their families.

The CJ is central to our curricular philosophy not to post homework or grades online, or remove students from conversations about their own education. It is the tool that makes this philosophy a powerful growth opportunity for students to own their own academic and intellectual progress.

Over time, after successful usage of the CJ has been proven, students can expect to have more independent ownership of their CJ, and less and less oversight by their teachers and parents. Our goal is to start strong and while they are building their habits, have consistent daily checks. But as the years move on, we train students to become more independent, and less dependent on others for their own academic responsibilities.

TK – K Communication Journal

Even our youngest students have their own CJs to record their work and have their parents sign each evening. For TK, their teachers are writing their notes, but in K that all changes and students are expected to record their own CJ notes each morning.

Students in Kindergarten recording their CJ notes for the day

Grades 1 – 3 Communication Journal

Unlike students in TK and K who primarily stay in their classroom throughout the day, students beginning in Grade 1 travel from classroom to classroom for each subject. The expectation of a CJ note from each Subject Expert Teacher (SET) begins in Grade 1 and continues on through high school. Students in Grades 1 – 3 receive assistance recording their CJ notes from their Learning Expert Teachers (LET) who will often give out stamps or stickers for a job well done!

A Grade 2 student’s CJ notes for the week

Grades 4 – 5 Communication Journal

For students in Grades 4 and 5, the use of the CJ is now a daily habit. Though our Grade 4 students still have their LET to help them, in Grade 5 the responsibility rests solely on the student. Students who have been with us throughout their elementary years know its power in keeping them accountable for their education, and even new students can appreciate this tool for helping them keep their upcoming assignments and assessments organized on a daily basis.

A student in Grade 4 sits right down to record their CJ note for Science even before class begins

Grades 6 – 8 Communication Journal

In middle school, we start to see more and more students not needing their parent signature every night. There are fewer CJ checks happening in the classroom and at home depending on the student. But, at the first sign of disorganization, the first step expressed by their Dean of Students, one of their SETs, or their parents is always the same, “Let’s look at your CJ.”

A Grade 8 student shows off their well-organized CJ with their friend

Grades 9 – 12 Communication Journal

In high school, the CJ is perfected. Not only are students rarely needing their parents to sign their CJ, but they are now using it as their own tool to organize their after-school activities. Many high school students will write reminders for things to print at home, office hours to attend, and even their clubs in their CJ. The goal of being organized, thinking ahead, and ready for each day has been achieved.

Grade 9 students CJ showing its use for not only their classes, but also their after-school enrichment activities

Unsurprisingly, our Alumni often cite the use of the CJ as one of the most helpful habits learned from our program. Many use their own tools of organization with their electronic devices now, but every year we have a few seniors who ask us for an extra CJ before they leave us.

BASIS Independent Silicon Valley 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 Bobcat 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: Kindergarten with Maidhili U., Class of 2035

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Our Day in the Life series for this school year continues in Kindergarten with Maidhili U., Class of 2035!

Unlike our older students, Kindergarten students don’t move classrooms for every subject and primarily remain with their two Early Learning Teachers (ELT) throughout the day. Some subjects, such as Mandarin, are taught by a separate Subject Expert Teacher (SET) in the Mandarin classroom. Depending on the day, they may have six to seven courses. They also have a mid-morning and mid-afternoon recess, along with their lunch and recess time. They begin their day at 8:15 AM and end their last instruction at 3:10 PM.

Maidhili begins her day with her first subject, Enrichment. One of her ELTs, Ms. Oh, leads this subject twice daily, 30 minutes in the morning and at the end of the school day. Enrichment teaches students to develop their social and emotional skills through direct instruction, collaboration, and practical application of social-emotional skills. In today’s lesson, Maidhili practiced writing her numbers on a dry-erase board while collaborating with her classmates to ensure that their numbers were written correctly.

After Enrichment, Maidhili switches gears to Math Foundation with her other ELT, Ms. Chohan. She has Math five times a week for an hour a day. This course allows teachers to scaffold instruction of each concept and continue to review and build on the information introduced. Math topics that are introduced include: skip counting by 1s, 2s, 5s, and 10s; compare and order numbers; identify ordinal position to tenth; identify a sorting rule; identify and extend patterns; solve routine and non-routine problems; and master all basic addition facts and most of the basic subtraction facts. Ms. Chohan held a math circle on the thinking rug and used flashcards to go over coin values and fractions. Maidhili was quick to raise her hand and give the correct answer to the question asked.

Early Learning Teacher, Ms. Chohan, instructs the class on fractions and coin values

Maidhili is then guided to the playground for her mid-morning recess. She has a 15-minute morning recess every day.

After recess, Maidhili focuses on Language and Literacy Foundation with Ms. Chohan. Kindergarten students have Language and Literacy every day. The instruction is separated into three increments throughout the day that total an hour and 45 minutes. This course will emphasize phonemic awareness, phonics, and handwriting. Students will begin the year developing these skills, and by the end of the year, they will be able to express complete thoughts while writing sentences using subjects and verbs, basic capitalization, and punctuation. Ms. Chohan focuses on students’ reading skills, as the goal for them is to read age-appropriate chapter books based on their reading level. Throughout the year, lessons will engage students to work as a whole class, in groups, or follow individual instructions.

Today’s lesson focused on writing ‘Asking Sentences’ and using the correct punctuation to end each question. Maidhili completed her worksheet and was proud to show her classmates and teachers.

Maidhili with her completed Asking Sentences worksheet

After Language and Literacy, Maidhili heads for lunch! Kindergarten students eat their lunch in the multipurpose room before heading outside for recess. Students can bring their own lunch or purchase one from our provider, My Green Lunch. The lunch period is 45 minutes long. Maidhili enjoyed playing on the slide during the recess portion of her lunch period.

Maidhili playing on the playground during her lunch period

After lunch, Maidhili makes her way back to her classroom and gets ready for Engineering & Technology Foundation with her Subject Expert Teacher (SET) Ms. Hetu. In this course, students will develop problem-solving, logic, and relationship skills through unique and meaningful projects. Solutions created by the students will be analyzed, reported, and communicated using a variety of media. This class is taught twice a week and is 60 minutes long.

Ms. Hetu prepared a fun activity for her students in today’s lesson. She introduced the musical instrument, the saxophone, and gave some background on famous African American artists who use the instrument in their songs. Maidhili learned about Louis Armstrong and Ella Fitzgerald while listening to their music and hearing the saxophone play. Ms. Hetu described the working parts of the instrument and had her students draw their own version using their imagination and creativity.

Maidhili’s completed saxophone drawing

Next, Maidhili gets ready for her Civics, History, and Science Foundation portion of the day with Ms. Chohan. This course is a combination of two programs. Our history program covers several time periods. It gives the opportunity to discuss morals and ethics from great men and women of the past. Classroom discussions reflect on the problems they face today that are similar to problems people have faced in the past. The science program is designed for students to not only understand the world around them but also to foster creativity. It also enables them to be innovative in science and develop problem-solving skills. They learn to apply the Scientific Method and draw conclusions on the basis of observation, investigation, and experimentation.

Ms. Chohan focused on science in today’s lesson. Students learned about the various plants and animals found in nearby ecosystems and drew them on strands of paper. After the drawings were completed, the strands were then weaved together into an ecosystem chain.

Maidhili with her completed ecosystem chain

After Civics, History, and Science Foundation, Maidhili takes a quick 15-minute afternoon recess. During this time, she played with friends on the playground and ate a snack.

Maidhili and her friend on the playground during recess

After recess, Maidhili heads back to her classroom and continues to work on her Language and Literacy Foundation sentence assignment for 30 minutes. Both of her Early Learning Teachers, Ms. Chohan and Ms. Oh, walk around the room helping students correct their sentences and grammar.

Ms. Chohan explains sentence structure and punctuation

Next, Maidhili heads outside to the basketball court with SET Mr. Butler for her Movement Foundation class. This course focuses on the introduction of physical education skills and concepts. Throughout the course, students will learn a number of motor and social skills through physical activity. This class is every day and 30 minutes long.

Maidhili and her classmates played broomball during their class on our basketball court. Broomball helps students focus on their precision, aim, and coordination. Maidhili was picked to be the goalie and did a phenomenal job at securing her post.

Maidhili defending her goalpost while playing broomball

After playing broomball, Maidhili made her way back to her classroom for the last portion of her Language and Literacy Foundation course. This portion is 30 minutes long. Ms. Chohan and Ms. Oh ensure that each student comprehends the material and answer any final questions.

To end her day, Maidhili has her second half of Enrichment for 30 minutes. During this time, Ms. Oh played a popular song called “Ham It Up” and let the students sing and dance. Maidhili and her classmates enjoyed themselves and knew all the words and dance moves to the song!

Maidhili and her classmates dance and sing to “Ham It Up”

Some other classes that Maidhili takes during the week are Mandarin, Visual Arts Foundation, Music Foundation, and Performance Arts Foundation.

She studies Mandarin three times per week for 30 minutes a day and has Visual Arts, Music, and Performance Arts Foundation once a week for 30 minutes.

Thank you to Maidhili and her family for allowing us to document her Day in the Life!