This fall was one to remember for the BASIS Independent Bellevue Mountaineers. From the volleyball court to the soccer field to our very first swim season, our student-athletes brought energy, teamwork, and heart to every practice and competition. Under the leadership of our passionate coaches, the Mountaineers continue to climb higher, building a foundation of excellence that will carry into our expanding high school program.
Girls Volleyball
The Mountaineer volleyball program, led by Coach Fischer, embodied the heart of what it means to be a developing athletic program. A program built on growth, teamwork, and skill development over wins and losses. The team finished the season 3–8, but the record was never the measure of success. Coach Fischer emphasized progress, communication, and confidence, and her players responded with remarkable unity and improvement across every level of play.
Both the D1 and D2 teams grew steadily throughout the season, building chemistry and trust with every match. Their commitment to learning and supporting one another defined the fall and set a foundation that will strengthen the program for years to come.
One of the most memorable moments came during the Blackout Game, which brought the entire BASIS community together for a night of excitement and pride. Monty the Mountaineer made a special appearance as students, families, and staff filled the gym to cheer on their team. A halftime serving challenge and school raffle added to the fun, creating a celebration that perfectly captured how athletics unites our campus.
At the October 27 Jamboree, the D1 team showcased their development, earning two hard-fought wins over Eastside Christian. The team’s serving game was anchored by VivianL., whose accuracy and consistency made her a standout all season, while YvonneQ. provided steady leadership and inspired her teammates through her composure and hustle.
The D2 team finished their season with an impressive 4–0 record at the October 28 Jamboree, claiming the championship title. Their teamwork, communication, and consistent serving, led by Carry and Melody, were key to their success and a reflection of the program’s overall progress.
Coach Fischer shared that her focus this season was on sportsmanship, team bonding, and foundational skill-building, emphasizing that improvement, not the scoreboard, was the true goal. The Mountaineer volleyball teams have set the standard for a culture of growth, effort, and excellence that will continue to elevate the program for years to come.
Co-Ed Soccer
The Mountaineer soccer season was a story of endurance, growth, and heart from start to finish. It began with the very first team meeting, when Coach Thies and Coach Abele set the tone for the year. They told the players that they may or may not be the most talented team, but they would be the most conditioned. That message became the team’s identity, a commitment to effort, perseverance, and pride in representing their school.
Together, Coach Abele and Coach Thies led the Mountaineers through a season defined by determination and growth. Every match tested their endurance, as the team often only had 11 players, yet the players grew stronger with each challenge. Through long minutes and relentless competition, they learned to communicate under pressure, support one another, and play with courage.
AroshS. and AidenS. powered the offense with standout performances that became defining moments of the season. Their chemistry and creativity fueled the attack, highlighted by a thrilling game where Arosh scored five goals. Meanwhile, Mingming G. stepped into a brand-new role as goalkeeper, showing remarkable adaptability and composure. His courage and consistency anchored the defense and reflected the leadership and selflessness that define Mountaineer athletics.
As the season progressed, the team’s transformation was undeniable. Reflecting on the journey, Coach Abele shared, “It was really cool to see them come together as one. It was night and day from the beginning of the season.” She added, “They were really a team out there. The growth has been incredible to see.”
The Mountaineers closed their season on November 4 against KSDA, finishing 3–5 overall, a record that only hints at how far they came. From that first meeting to the final whistle, this team’s story was one of perseverance, unity, and belief in one another, a season as inspiring as it was competitive.
Swim Team
This fall marked the beginning of a new chapter for Mountaineer Athletics with the launch of the first-ever BASIS Independent Bellevue Swim Team, led by Coach EE. What started as an early morning experiment has quickly become one of the most exciting and promising programs on campus.
The swimmers trained with discipline and focus, meeting for early morning practices on Tuesdays and Thursdays from 6:45–7:45 a.m. and dry-land workouts on Wednesdays after school. The commitment required to show up and train before sunrise showed their dedication and desire to improve every day.
While this inaugural season was focused on training rather than competition, the team made great strides in technique, endurance, and overall confidence in the water. Each practice built momentum, as swimmers refined their strokes, learned race fundamentals, and supported one another through challenging sets. The sense of teamwork and encouragement within the group set the tone for the future of the program.
Coach EE has been intentional about building a strong foundation for the seasons ahead, focusing on consistency, technical growth, and team culture. The swimmers have embraced that vision, laying the groundwork for a program that will continue to grow and thrive as BASIS Independent Bellevue expands into high school competition.
The Mountaineer Swim Team is off to an incredible start, and the waves they have made this fall are only the beginning.
Looking Ahead
This fall was a season defined by growth, grit, community, and pride. Our athletes and coaches have built something special, an athletic culture rooted in sportsmanship, camaraderie, and excellence. From thrilling rallies to record-setting goals to 6:00 a.m. workouts, every moment reflected the heart of what it means to be a Mountaineer.
As our program continues its journey of growth in the winter season, the Mountaineers are ready, stronger, prouder, and united in spirit.
Go Mountaineers! Onward and upward! “We never lose, We either win or we grow.”
The transition to middle school is one of the most exciting shifts in a student’s academic life. For our grade 5 Wildcats in New York City, the “Bridge Years” (grades 4–5) have already marked a powerful trajectory toward independence and abstract thinking. By focusing on skills like self-advocacy, growing responsibility, and enhancing a fundamental love of learning, your student is uniquely prepared.
Staying at BASIS Independent Manhattan for grades 6–8 ensures that this momentum continues. Our private middle school in NYC is engineered to be a college preparatory pathway, teaching students to use knowledge as fuel for deeper understanding, unlimited exploration, and a strong basis for high school.
The Grade 6 Academic Advantage
Our grade 6 curriculum intentionally introduces a level of rigor and organization that builds the intellectual foundation for our High School Program, which is designed for AP success.
Your grade 6 student’s schedule shifts to a fully departmentalized model guided by our Subject Expert Teachers:
Advanced STEM Curriculum: Students participate in a full course covering biology, chemistry, and physics three days per week. This integrated science sequence gives them a significant head start.
Differentiated Math Daily: Students are placed into either Pre-Algebra or the accelerated Algebra and Geometry I track, ensuring they are challenged at their precise level.
Core Humanities: Students receive daily instruction in English, Latin IB, and World History and Geography I.
Well-Rounded Student Experience: The week includes three days of electives (art, band, or drama), plus Physical Education and Sports at our partner facility Chelsea Piers.
Mastering Executive Functioning and High-Stakes Assessments
Exposure to a challenging curriculum is strategically coupled with intentional lessons that develop critical executive functioning skills. Grade 6 is where students adopt study habits and organization systems that lead to success in high school, college, and beyond.
To prepare students for college-level final exams, our middle school utilizes Pre-Comprehensive Exams (Pre-Comps), which are formative assessments, and Comprehensive Exams (Comps), which are summative. Students learn how to manage and synthesize a large body of knowledge in a supportive environment.
This growth succeeds through our robust student support system, including:
Peer Tutoring: One-on-one study help from experienced high school students who have mastered the material.
Homeroom and Advisory: Structured time for community building and guidance.
Student Hours: Opportunities to meet directly with Subject Expert Teachers for personalized academic support.
Our Middle School is intentionally designed as a safe place to explore, take risks, make mistakes, and find passions, all while gaining exposure to the content and skills that will set them up for future success.
What Our Parents Say
Word of mouth, online reviews, and parent testimonials are an important part of the search for the best middle schools in NYC. One Wildcat family, who are in their seventh school year with us, shares why they chose BASIS Independent Manhattan middle school for their current grade 9 student, as they prepare for their younger daughter to make the transition to middle school in 2026-27.
“We are so happy we stayed for middle school. Our ninth-grade daughter, Emma, is thriving in high school because of the strong foundation built throughout her school experience at BASIS Independent Manhattan. While the academics are advanced, I see how students, including my daughter, are now truly ahead of the game in life skills—she’s come a long way and has acquired fantastic organizational systems and time management skills. She takes ownership for her failures as much as her successes, which is huge. All of this happens in a supportive environment provided by the teachers and staff, but even more so among her classmates. I love seeing how much they root for one another and work to build each other up.” — Leila G., Parent of Emma (Grade 9) and Lina (Grade 5)
Another middle school parent Alex B., explains why our students are “monumentally more prepared” for high school rigor, AP coursework, and critical thinking challenges—because they’ve been building those skills since middle school. Watch the video:
We are thrilled to announce that our school mascot will be the BASIS Independent Dublin Timberwolves!
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.
Why did we choose the Timberwolf?
In many ways, the Timberwolf perfectly encapsulates the spirit of our community — strong, loyal, and united. Timberwolves are known for their teamwork and intelligence. They rely on one another, move together as a pack, and face every challenge with courage and determination.
Just like a Timberwolf pack, our students, staff, and families will support one another, celebrate each other’s successes, and grow stronger together. The Timberwolf reminds us that we are bold, resilient, and unstoppable — especially when we move forward as one community, one pack!
Selecting our mascot has been a community effort, with ideas and inspiration coming from future students, families, and faculty alike. This process gave everyone a chance to share what they felt best represented the heart of BASIS Independent Dublin — a brand new school that values curiosity, collaboration, and perseverance. By choosing the Timberwolf together, we’ve taken an important first step in shaping the traditions and shared identity that will define our school for years to come.
In these early years, the Timberwolf will serve as a symbol of pride and unity, inspiring our students to lead with integrity, work as a team, and strive for excellence both inside and outside the classroom. As our community grows, this shared symbol will continue to remind us of where we began — as a small but mighty pack, coming together to build something extraordinary.
What’s next?
As we begin our inaugural school year, students will have the opportunity to name the Timberwolf mascot! This will be an exciting step that will further strengthen our connection to the symbol that represents who we are and who we aspire to become.
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.
The Early Admissions deadline is only two weeks away! Every admissions season, we field hundreds of questions about the admissions process, our program, the transition, student life, electives, extracurriculars, and much more! We are always happy to hear from and speak with every one of our families, and we have found that many of the same questions tend to come up often.
Keep reading below to learn more about the second half of the top ten questions asked every admissions season. Click here to read Part One.
5. How much homework should students expect in Middle and High School?
This depends on the student, their core classes, electives, after-school activities, and even what time of year it is, especially in High School. Grade 5 students will typically see an hour to an hour and a half of homework every night, but that will depend on the day and the student. Grade 6 -7 students will have 60 to 90 minutes of homework. Grade 8 students, as they prepare for our High School program, could have 90 to 120 minutes of homework each night, but that once again depends on the student and their schedule.
Our Student Affairs Team assists in monitoring homework, but since each student, their work habits, and their personal schedules can vary, it is hard to say an exact time for each grade.
6. With such a demanding course load, do students even have time for clubs and sports?
Absolutely! Over 80% of our student body participates in at least one extracurricular activity at our school every year, including clubs, competitive teams, and interscholastic athletics, but our answer to this is, “it always depends on the student.” We have High School students taking 6 AP classes and participating in 2 to 3 extracurricular activities, but we also have Lower School students who take their required coursework and only have time to participate in one club.
Students are given the tools to learn and practice organization, time management, and work and study habits, but no two students are alike. It is more important to us that our students learn to take on only what they can handle, challenge themselves when appropriate, and learn when and if they need to turn their focus elsewhere. Many students may play a sport or participate in a club on campus ,but also engage in an activity outside of school, such as ballet or martial arts.
Our students learn to manage their time while exploring and enjoying their extracurricular interests and passions.
7. What is your teacher hiring process?
We believe academic degrees or experience in the disciplines taught, and a passion for that subject, are the most important tools for inspiring deep content understanding in students. Our selective hiring process screens for candidates who are committed to sharing their expertise and helping students become the best versions of themselves. All final candidates are invited to conduct a Teacher Demo, where the Head of School assembles a classroom of our students to observe.
Candidates are given the opportunity to teach a lesson, challenge students, showcase their passion for their subject area, as well as show their ability to communicate high-level subject matter to young students. Our students take these sessions seriously; they know their feedback weighs heavily on our hiring decisions. Some new faculty members have been teaching for years in college preparatory or university settings. Others are leaving a research lab or corporate job to leap into a new career and share their experience and applied knowledge with BASIS Independent students.
8. What is your student-to-teacher ratio in the classroom?
Our overall student-to-teacher ratio is 7:1, but class sizes vary according to division and course content. Our Early Learning Program (Toddler-Kindergarten) will have around 20 students to two teachers (3 teachers for Toddlers) per classroom. Grades 1–4 will have around 25 students per class with a Learning Expert Teacher (LETs) who stays with them throughout the day, and will travel to classrooms with different Subject Expert Teachers (SETs) for each subject. Class sizes in Middle and High School are around 25 students and are taught by Subject Expert Teachers.
9. How do you teach soft skills, such as time management, self-control, and self-awareness?
At BASIS Independent McLean, we incorporate social-emotional learning (SEL) across all divisions. In Toddlers – Grade 4, we use a research-based program to guide our SEL instruction. Topics include problem-solving, friendship skills, and emotional literacy. LETs, as well as Deans and the Director, supplement by focusing on specific SEL topics as well as our EPIC Character Traits: Empathy, Perseverance, Integrity, and Curiosity. Middle School students have an advisory class each day and participate in a weekly advisory lesson that focuses on social-emotional support and executive functioning. Topics of discussion have included compassion, test anxiety, interpersonal conflict, collaboration, time management, effective study habits, organization, and homework planning. Grade 9 students have a block each week called EQ, which stands for Emotional Quotient, focusing on emotional intelligence. Students participate in activities and learning engagements focused on leadership, self-awareness, conflict resolution, and general social interactions.
Additionally, all BASIS Independent McLean students are part of a learning community—one that provides opportunities for young people to better themselves, take risks, achieve, experience failures, learn lessons, and more. Whether it be their behavior in the hallways, participating in class discussions, or connecting with friends during lunchtime or after school, students are learning these lessons through their relationships with their teachers and fellow students. It’s a daily journey, and one that sometimes requires students to be reminded of the community they are a part of, the respect they deserve, and the respect they are expected to show to others. This is where their relationships with their teachers, fellow students, and the Student Affairs Department really come into play.
10. How does the school work with families to help students discover their full potential?
It’s all about striking the right balance, which is different for every student, even students in the same household. At home, we encourage parents and students to have an open and honest dialogue about how they are doing, handling stress, what new passions and interests they want to pursue, how they want to challenge themselves, and even what they need to cut back on.
We take pride in highlighting our students’ skills in self-advocacy. This is why we believe that having “too much on your plate” is just as valuable a lesson as having a fully optimized schedule. At BASIS Independent McLean, we believe that a thorough and well-rounded education is one that embraces failure as a natural part of the learning process. Through failure, students are able to engage in critical skills, such as self-analysis and flexible thinking. Finding the balance in your personal life, social life, responsibilities, school, work, etc., is a journey that our students will take for their entire lives. We believe it is critical to encourage their enthusiastic exploration of these areas through their education.
We don’t see failure as a negative but rather as an opportunity to learn a different lesson than the one you intended. At school, we help students feel supported and encouraged to pursue something, whether it be starting a club or planning a Senior Project. If they succeed, we celebrate with them. However, far more is learned in those times when a student realizes they pushed themselves too hard, stretched themselves too thin, and did not accomplish what they initially intended to. Especially in those times, in partnership with their home, we are there to help them learn those important lessons, develop resilience and grit, and come back better than before.
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.
Aarohi A. is a Grade 7 student at BASIS Independent Silicon Valley who approaches each day with curiosity, creativity, and a love of learning. She enjoys exploring new ideas, connecting with friends, and challenging herself academically. Today, we had the chance to shadow Aarohi and see what a typical school day looks like, from her first class to the last.
All BASIS Independent Schools follow the BASIS Curriculum, an internationally benchmarked program designed to challenge students while equipping them with the skills, knowledge, and support they need to excel academically, think critically, and succeed in high school, college, and beyond. Continuously refined by curriculum experts, it ensures students like Aarohi are supported in every subject and fully prepared for the academic challenges ahead.
Period 1 | 8:25 AM – 9:10 AM | French I A
Aarohi starts her day in French class, developing listening, speaking, reading, and writing skills while building cultural awareness. Students engage in conversations and practice grammar and vocabulary to communicate effectively in real-world situations. Aarohi enjoys the energy of morning classes and starting her day with something creative and interactive.
Period 2 | 9:15 AM – 10:10 AM | World History & Geography II + Homeroom / Announcements
History is Aarohi’s favorite subject, and it’s easy to see why. During World History & Geography II, she explores the histories of Africa, Asia, Europe, the Americas, and Oceania from 1450 to today. “I’ve enjoyed the National History Day project we just kicked off this week,” she shared. “We’ll be creating presentations based on this year’s theme, and I’m hopeful about the possibility of advancing to the competition.” The last 10 minutes of the period are dedicated to homeroom, where students catch up on announcements and connect with classmates.
Period 3 | 10:15 AM – 11:00 AM | Algebra & Geometry II
In Algebra & Geometry, Aarohi tackles equations and problem-solving exercises that build her mathematical reasoning. She enjoys collaborating with peers and exploring creative ways to solve challenging problems.
Period 4 | 11:05 AM – 11:50 AM | Lunch
Aarohi’s favorite part of the day is lunch. “It’s the perfect time to relax and connect with friends from different classes before the afternoon sessions begin,” she said. Her lunch breaks are never dull — she and her friends often play Truth or Dare or, on more adventurous days, “simulate the Hunger Games in a style similar to Dungeons and Dragons!”
Period 5 | 11:55 AM – 12:40 PM | English 7
In English class, Aarohi strengthens her reading, writing, and critical thinking skills. She explores poetry, novels, speeches, and other texts while analyzing literary devices and practicing advanced vocabulary. Outside of class, Aarohi enjoys writing poems and short stories — and one of her biggest goals is to publish her own book or an anthology someday.
Period 6 | 12:45 PM – 1:30 PM | Elective MS: Computer Science II
In Computer Science, Aarohi develops her computational thinking through text-based programming projects. She learns about algorithms, web technologies, and game development while designing her own unique projects that encourage creativity and problem-solving. She’s also part of the school’s Robotics and Algorithm Problem Solving and Data Structures clubs, where she enjoys applying what she learns in class to real-world challenges.
Period 7 | 1:35 PM – 2:20 PM | Physics 7
In Physics, Aarohi explores motion, forces, energy, momentum, and waves. She applies math to real-world scenarios, conducts experiments, and learns how physical laws govern the world around her.
Period 8 | 2:25 PM – 3:10 PM | Biology 7
Aarohi ends her academic day in Biology, studying the diversity of life from cells to ecosystems. She investigates natural selection, classification of organisms, and interactions between living things and their environments. During class, a group of Aarohi and her classmates were working on a biology simulation game, which made learning the concepts interactive and fun.
Office Hours | 3:15 PM – 4:00 PM
Teachers hold Office Hours throughout the week, providing flexible one-on-one or small-group support. During this time, students can ask questions, review challenging material, or dive deeper into subjects that interest them. This extra support helps students strengthen their understanding, build confidence, and stay on track with their learning.
In Middle School, students take three separate science classes: Biology, Chemistry, and Physics. On the day we shadowed Aarohi, she had Biology and Physics, while Chemistry is scheduled on other days of the week. Health and PE & Sports are also held on select days throughout the week. Taking science as three distinct courses allows students to focus on each discipline in depth, make connections across concepts, and build a strong foundation for high school science.
Beyond her academic life, Aarohi enjoys playing tennis and piano and takes pride in her leadership roles on campus. “This year, I’m proud of two particular accomplishments: speaking as a Student Ambassador at the Middle School Curriculum Night and being selected for this Student Spotlight,” she said. When asked what she loves most about being a BASIS Independent Silicon Valley Bobcat, she shared, “The amazing teachers and the supportive environment created by the staff.”
Looking ahead, Aarohi hopes to continue nurturing her creativity through writing and says her best advice for younger students is: “Study hard and do what you know you’re going to like and excel at!”
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.
As excitement builds for the opening of BASIS Independent Dublin, a private school serving grades 6–12, I know many families are eager to learn what to expect—from the look and feel of our modern campus to our Subject Expert Teachers, the BASIS Curriculum, and the admissions process.
Recently, I’ve had the pleasure of meeting many families in person who share in this excitement about the launch of our campus. As Head of School, I’d like to take a moment to answer some of the most common questions about our facilities, academic programs, safety measures, and what makes joining our founding year such a unique and incredible opportunity.
#1:What will the campus be like? When can we see it in person?
The campus is currently under construction and will be finished in the spring of 2026. We intend to host campus tours at that time. We are also excited to see the incredible facilities upon completion! Some of the exciting features of our campus include a large outside field for sports and recreation, a full-size and competitive gym, separate biology, chemistry, and physics labs, dedicated art and music labs, and a multipurpose room that is also a theater. In the meantime, you can view the renderings on our website that show images of how the completed school will look. You can also view more detailed floor plans here to get a better sense of the student experience during and after the school day.
#2: How secure and safe will the campus be for students?
As with all our BASIS Independent Schools campuses, each entrance will have dual entry points, meaning that a person will go through two secured and keyed doors. We will also have a locked fence along the outside perimeter of the school and an on-campus security guard during core hours. In addition, we have ongoing practice for students and staff to respond to different situations involving potential safety issues (i.e. regular earthquake drills). Safety is also a focus of ongoing staff and teacher training.
#3: My child would be joining from another school (private, public, or charter). Will they be prepared for the BASIS Curriculum and for the transition?
Joining BASIS Independent Dublin in the founding year is a wonderful opportunity as all students will be new to our program, and a unique chance for these students to build friendships, create traditions, and build the culture and community of the school. We have students who enroll in BASIS Independent Schools from all types of schools, and they join typical entry grades such as grade 6, 9, and 10, and all grades in between. Students are able to transition successfully for many reasons, including our dedicated leadership team and robust school staff who guide both academic and social-emotional support. Each Subject Expert Teacher offers two hours per week of office hours, giving students the opportunity to receive extra help—whether with homework or a deeper understanding of the content taught in the classroom. In addition, Subject Expert Teachers and school leaders are available to meet individually with parents to discuss student progress and growth. Our goal is to set up students for success, and our approach allows students to excel. When it doesn’t, we also teach students how to manage when something doesn’t go right or as expected. We learn and grow together!
#4: I am worried that BASIS Independent Dublin will be a new school campus. Isn’t it better to wait another year?
While BASIS Independent Dublin is a new campus, we are not new to education. BASIS Independent Schools currently has 11 schools in operation, educating over 4,000 students, and setting a new standard in learning and educational outcomes each and every school year. We are in the ideal position of building upon an existing and established school program and the BASIS Curriculum. We not only have seasoned Subject Expert Teachers on our immediate school site staff but also have a wealth of experience in our larger leadership team behind us, who work across school campuses to ensure that all of our schools are running efficiently. We are excited to have families join our school and help create and foster a supportive, collaborative, and vibrant community.
#5: How and when will you hire teachers? How will you ensure that you hire quality teachers?
Teachers are indeed one of the most essential components of a strong and effective school program; therefore, hiring and retaining quality Subject Expert Teachers is one of our top priorities. Just like with the academic school year, school year hiring also follows its own calendar. Recruitment of our Subject Expert Teachers is a national and international approach. We look for subject expertise first and foremost in a specific discipline. Many teachers at BASIS Independent Schools have Master’s degrees in their field of study or even a Ph.D. Every time we open a BASIS Independent School, we have some Subject Expert Teachers join us from our BASIS Curriculum Schools network. We will also have teachers join us from local public and private schools, from around the U.S., and even internationally. Once teachers become part of BASIS Independent Dublin, they will actively participate in teacher professional development, including ongoing mentorship, coaching, and training in effective pedagogy. Families will soon be able to meet some of our educators from the BASIS Curriculum Schools network who will be teaching at BASIS Independent Dublin!
#6: What kind of students are you looking for at BASIS Independent Schools? What type of students do well, and what should I do to prepare my child for the steps in the application process?
While BASIS Independent Schools is often known for our math and science offerings, we also have a rigorous and exceptional liberal arts program. Students who are curious and engaged learners do well, but we also support students who are still discovering their personal interests and want to explore a variety of topics to discover what they want to pursue and delve into as they move toward high school graduation and beyond. We seek students who are motivated to learn, ask questions, are creative and critical thinkers, work hard, have fun, and want to learn at an international level. In terms of the application process, we can help guide you through if any questions come up, but no preparation is necessary. However, feel free to ask questions along the way!
#7: How can I connect with the BASIS Independent School leadership to ask questions or gather more information?
Please check our website for more information on upcoming events. Once you join our interest list, we will continue to keep you informed about opportunities to attend virtual and in-person events. We are also available to talk with you more one-on-one, don’t hesitate to reach out!
To stay connected with us as we share news about our campus and upcoming events, we invite families to submit an inquiry form to join our interest list.
What does a typical day look like for a grade 6 student at BASIS Independent Fremont (BIF)? We followed Uma through her day to find out—and to hear how she navigated the transition from her previous private school to BIF’s rigorous academic environment.
Meet Uma
Uma joined BASIS Independent Fremont in grade 5 after moving from another private school in the area. Like many students who join in middle school, she had questions about what the transition would be like—and whether she’d find her place in a new academic community.
Today, Uma is thriving. Outside the classroom, she balances swimming (breaststroke is her specialty), soccer, piano, and will soon add fencing to her roster. She loves spending time outdoors and has built strong friendships across campus.
But the beginning of her journey looked different. “At first, I did not want to come to BIF. I didn’t want to leave my old school,” Uma remembers honestly. The first day felt overwhelming—until a classmate extended a hand. “This girl came up to me and said, ‘Hey, I’m Sunny. Do you want to sit with me at lunch tomorrow?’ I was just kind of keeping my head down the whole day, but then all of a sudden someone in my class just came up to me.”
That moment changed everything. “Actually, quickly, I really liked it. I met different people, some were from my old school, and I was able to make new friends.”
The academic adjustment took focus and effort. “Classes were obviously harder than in my old school. I struggled a little bit, but I got up to speed after about a month.My teachers were good, and they helped me, and there were Office Hours. Office Hours really help.” With the right support systems in place, Uma found her footing—and then some.
Her advice to families considering BIF? “It seems hard at first to change schools, but you know, BIF has a lot of really nice people. The teachers are kind, they’re supportive, and I’ve really enjoyed my time here.”
So what does a day in grade 6 actually look like? Let’s walk through Uma’s schedule—from Latin translation to physics experiments—and see how the combination of challenging coursework and strong support systems helps students like Uma succeed.
Period 1 (8:25–9:10 AM): Latin IB with Mr. Baldwin
Uma’s day begins with Latin, where students build vocabulary, grammar, and translation skills while exploring life in the Roman Empire. Through Latin texts and historical sources, they investigate how different people—citizens, immigrants, enslaved individuals, and women—lived and contributed to Roman society.
Today, students worked in their “Legions”—collaborative small groups—to answer comprehension questions before sharing insights with the class.
Academic Enrichment (9:15–9:25 AM)
This brief period gives students time to prepare for their day—finishing assignments, studying for tests, connecting with friends, or simply taking a mental break. Academic Enrichment is held outdoors in our Quad and is monitored by a combination of teachers and administrators, specifically our Student Affairs team, ensuring students have a safe and supportive environment to start their morning.
Period 2 (9:30–10:15 AM): PE & Sports 6 with Mr. Mosley
Physical education for grade 6 emphasizes communication, perseverance, and learning to respond constructively to both success and setbacks. Students explore the FITT principle and develop healthy habits that extend far beyond middle school. FITT stands for Frequency (how often), Intensity (how hard), Time (how long), and Type (what kind).
This week introduced flag football, with students learning gameplay fundamentals and building teamwork skills on the field.
Period 3 (10:20–11:05 AM): Pre-Algebra with Ms. Yaru
Pre-Algebra bridges arithmetic and higher-level mathematics, preparing students for Algebra I and Geometry. The curriculum covers essential concepts, including fractions, decimals, proportions, algebraic expressions, scientific notation, and real-world problem solving.
Today, students worked through algebraic equations—and Uma has discovered something unexpected. “My favorite class is Math. I never thought I’d say that, but Ms. Yaru makes it nice and easy. I like the way she teaches.”
*Grade 6 students take either Pre-Algebra or Algebra I and Geometry as their math course.
Period 4 (11:10–11:55 AM): Lunch
BIF offers a hot lunch service that caters from several local restaurants, providing multiple menu options from each. The restaurants rotate throughout the year, giving students variety in their daily choices.
During lunch, Uma plays four-square with friends. The competitive game sometimes brings intense moments, but she’s developed perspective. “I think I’ve just gotten a little bit more mature since coming to BIF. I’ve learned how to deal with situations and just go on with it.”
Period 5 (12:00–12:45 PM): Middle School Art with Teacher Danae
Students in grade 6 select a fine arts elective. Uma’s is Art. In this elective, students develop 2-D and 3-D art-making skills through traditional and contemporary techniques. The course emphasizes individual expression, historical perspective, and art as communication, with projects inspired by both contemporary and historical artists.
Students are completing their Album Cover Portraits, creating transformative works based on reference photos of subjects meaningful to them. Uma’s portrait features her older sister.
Period 6 (12:50–1:35 PM): English 6 with Mr. Gailliard
English 6 develops lifelong communication skills through five core components: conventions, reading, writing, scholarship, and reasoning. Students strengthen their command of grammar and punctuation while building critical thinking abilities and foundational research skills that support learning across all disciplines.
Today’s focus was on identifying helping verbs—fundamental building blocks of effective writing.
Period 7 (1:40–2:25 PM): Physics 6 with Ms. Yaru
Physics introduces students to the language that describes the physical world around them. Through core topics including motion, forces, energy, and electricity, students learn to apply mathematics to physical relationships. Hands-on demonstrations and laboratory sessions help students investigate everyday physics—from how bicycles work to what happens inside a battery.
Today, students learned to calculate speed using the gradient of a distance-time graph, connecting mathematical concepts to physical motion.
Period 8 (2:30–3:15 PM): World History & Geography I with Ms. Sagal
This course traces global human history from the Paleolithic Era through the Renaissance, examining major events and civilizations across Africa, Europe, Asia, Oceania, and the Americas. Students develop historical thinking skills—comparing civilizations, analyzing causes and effects, and constructing arguments from primary and secondary sources.
Today’s lesson explored the social and political characteristics of the Norte Chico civilization, one of the earliest complex societies in the Americas.
Office Hours (3:20–4:00 PM)
Teachers hold Office Hours throughout the week, for both students and parents, offering flexible one-on-one and small group support. Students use this time to ask clarifying questions, work through challenging material, or explore subjects more deeply. One day each week, grade 6 students enjoy unstructured outdoor time during this period.
While today is an outdoor day, Uma typically spends Office Hours with Ms. Yaru, working on math. “I did not want to do Office Hours at first, but this year, I’ve gone to all the math office hours, and it’s really helped me. I was not good at math before, but now I think I’m doing pretty well.”
After school, Uma heads to swim practice to work on her breaststroke technique, soccer training, or piano lessons. With fencing starting soon, she’s adding another dimension to her already active schedule—proof that rigorous academics and rich extracurricular experiences go hand in hand at BIF.
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.
This school year, we’re excited to introduce Ms. Baseman as a new member of our BASIS Independent Bellevue faculty!
Ms. Baseman joins us as the Grade 5 English teacher and the Grade 7 Creative Writing teacher. She brings a strong academic background and a deep passion for student engagement and creativity.
She earned her Bachelor’s Degree in Humanities with a minor in Anthropology from San Jose State University and went on to complete her Master of Arts in Anthropology at Western Washington University. We recently sat down with her to learn more about her passion for education, teaching philosophy, and her experience joining the BASIS Independent Bellevue community.
Professional Background and Experience
What inspired you to become an English and Creative Writing teacher?
Books have always been my first, and preferred mode of travel. As a kid I would stay up way (way) past my bedtime to finish the book I had started that afternoon, or scribble down dialogue for a novella I was drafting. Books were a ticket to another place, access to a new perspective of the world previously unknown, and that is something I have continued to love about literature throughout my life. Reading and writing were always an outlet for me to process, plan, aspire, and imagine. As an educator, I hope to give students the tools to immerse themselves in stories with more depth and complexity through small and large group discussion and multimodal activities.
What are you most excited about in joining this new school community at BASIS Independent Bellevue?
I love working with bright, motivated students. There is a different energy in the room when students are excited to engage in their learning process, there are so many more opportunities to try something new!
What do you hope your students take away from your class?
I hope students leave my class feeling confident. Even if they struggled with a skill or assessment, I want them to leave the classroom knowing how to make the appropriate adjustments to be successful. The skills we are practicing now will set them up for fluency later in their academic career, I want them to know how to be successful as students, and as kind humans.
Writing Focus
How do you help students tap into their creativity in writing?
I feel like I always get my best ideas when I am moving around, though we are limited in space in a classroom, we do our best to get up and move at least once during the class period. This could be for an activity on the board, a gallery walk, or a flash art piece; anything to shift the system!
What’s one of your favorite writing prompts to use — and why?
Oh, I have some creative ones, a few of my favorites are: “Pencil Perspective” where students write from the perspective of their pencil (hilarious what their poor pencils endure in a day), “500 dollars and a Prius” (students plan a cross-country road trip with 500 dollars and a Prius), or playing a few different songs and having students write a setting description or sketch a plot outline.
What advice do you give students who feel “stuck” as writers?
Shift your perspective! Write from a different character point-of-view, get up and physically move somewhere else, or read.
Personal Life and Passions
What are some hobbies or interests you enjoy outside of teaching?
I love being outside, take me somewhere lush and green and I am happy! Anything hiking, camping, moving-around-outdoors I have probably tried. I have had a consistent yoga practice for over a decade, and love to paint. I also love animals and would adopt every cat, dog, cow, horse, rabbit, and lizard available if possible.
What is one personal goal you hope to achieve this year?
Honestly, to make a lunch for work. This has been an unattainable goal for most of my professional life so I am hoping to put together more consistent lunch meals this year!
What is something people might be surprised to learn about you?
I lived in Madrid, Spain for a year as a teaching assistant in a bilingual school!
A Mountaineer Welcome!
We are thrilled to welcome Ms. Baseman to our BASIS Independent Bellevue community!
If you have the pleasure of being in her class, you’ll likely see her greeting students with enthusiasm, meeting them at their level, and inspiring creativity through engaging writing activities. Ms. Baseman brings a dynamic energy to the classroom, supporting student ideas and encouraging expression in meaningful ways.
Ms. Baseman’s welcoming spirit and positivity shine through in the classroom and around campus, making her a wonderful addition to our Mountaineer family. Let’s give Ms. Baseman a warm Mountaineer welcome as she joins our incredible team!
If you are in the process of looking for an exceptional education for your child, we would like to help you cut through the clutter and hone in on what is important to you – finding a place that balances world-class academics in a supportive and joyful learning environment. Welcome to BASIS Independent Manhattan, a top ranked PreK-grade 12 private school in NYC, that offers students a blend of liberal arts and STEM in an internationally inspired program.
The perfect way to optimize your time searching is to step inside our school, interact with our incredible teachers, and have your questions answered by current parents and students.
This can all be accomplished in under a couple of hours on one weekend morning at the BASIS Independent Manhattan Fall Open Houses:
Lower School (PreK – Grade 5) Open House Sunday, November 16 | 10:00 AM – 12:00 PM 795 Columbus Ave., New York (Upper West Side)
Upper School (Grades 6 – 12) Open House Saturday, November 15 | 10:00 AM – 12:00 PM 556 West 22nd St., New York (Chelsea)
Our November Open Houses are the perfect opportunity to discover our campuses in person, learn about our world-class, advanced BASIS Curriculum, and participate in live mini-classroom demonstrations with our talented and dedicated Learning and Subject Expert Teachers. Your students will have plenty of fun to enjoy, too! As always, students are welcome and encouraged to attend our Open Houses.
In addition, the best way to learn about a school is through the unfiltered perspectives of current parents and students. We provide a panel of student and parent ambassadors for you to hear from directly about their BASIS Independent Manhattan experience. Bring your top questions.
What will a BASIS Independent Manhattan Open House look like?
Doors will open at 9:30 AM, and we encourage families to arrive as close to this time as possible. There will be light refreshments and an opportunity to mingle with our Wildcat Student Ambassadors, Parent Ambassadors, and staff. The event will begin promptly at 10:00 AM (but if you have to arrive later, that is totally fine. We would rather you join us!).
Following a welcome from our leadership, all attendees will receive a schedule tailored to the grade level of interest. Then you will head off to see mini and interactive demonstrations led by our teachers. You will step inside the classrooms to see them come alive. Simultaneously, there will be rooms where you can ask questions and hear about the student experience directly from current families. This portion of the program will continue until 12:00 PM, and we hope that you can stay for the entirety of the event to take full advantage of the experience and leave with a complete understanding of our school, the curriculum, culture, and community.
We look forward to welcoming families and introducing you to a school designed for 21st Century Learning
As our BASIS Independent Manhattan students settle into the new school year, we’re taking a look back at one of the most incredible experiences of their summer: the Project Week trip to the Galapagos Islands.
During the final week of the school year, BASIS Independent Manhattan and BASIS Independent Brooklyn students had time set aside for Project Days, a period when they can collaborate on multidisciplinary projects and engaging activities or trips without the stress of exams or assessments. This year, we hosted two international trips for Middle School and two for High School during Project Week. Relive the unique travels through their seven-day itinerary, as shared by their BASIS Independent Schools teacher chaperones!
Day 1: Arrival in Quito, Exploring the Equator
After a long and eventful day of travel, the group arrived safely in Ecuador. They met their tour director, who took them to explore the city of Quito and the Intiñan Equator Museum. Photo opportunities on the equator were a great way to start the trip, and students even sent a special Father’s Day message home. Mr. Chen reported that they were not just learning about the culture and environment, but also about how to adapt to new ways of doing things, like not drinking tap water and disposing of toilet paper in bins. These adjustments were all part of the adventure.
Day 2: Encountering Giant Tortoises and Lava Tunnels on Santa Cruz Island
The group traveled to Santa Cruz Island, the second-largest in the Galapagos. Their adventure began with an exploration of the misty highlands, where they saw a diverse range of ecological communities. They paused at a ranch to witness giant tortoises in their natural habitat. Later, they explored lava tunnels, learning about volcanic landforms and tectonic plate dynamics. The day ended with a visit to the Darwin Research Center, where they deepened their understanding of the islands’ climate, geography, and ecology.
Day 3: Snorkeling with Sea Lions and Penguins on Isabela Island
Students explored Isabela Island, focusing on its wetlands and mangroves. Their first stop was Playa de Amor, where they observed flamingos and learned about Darwin’s finches. Next, they visited the Giant Tortoise Breeding Center, dedicated to safeguarding the species. There, they conducted species differentiation studies and engaged in ecological relationship activities. The day concluded with a snorkeling experience at Concha Perla, where they swam among fish, sea lions, and even the Galapagos penguin.
Day 4: Hiking the Sierra Negra Volcano
The students went on an immersive excursion to explore the Sierra Negra Volcano area. They hiked along the six-mile crater rim, viewing lava fields and fumaroles up close. Their guide educated them on the unique ecological terrain and how to identify various types of volcanic rock. Following the exploration, the group headed to Las Tintoreras to enjoy some time in the water and snorkel.
Day 5: Face-to-Face with Unique Wildlife
Students spent the day on Isabela Island, where they came face-to-face with some of the Galapagos’ most intriguing residents, including marine iguanas, penguins, lightfoot crabs, green sea turtles, and resting whitetip reef sharks. After exploring the island and its wildlife, they returned to Balta on Santa Cruz Island by boat.
Day 6: Unforgettable Memories
Mr. Chen shared a lovely recap with families at this point in the trip. He noted that the students were exhausted “in the best way possible” from the speedboat rides and scenic treks. He described the “sheer amazement” of seeing enormous sea turtles, colorful parrotfish, playful sea lions, and the famous blue-footed boobies. He also expressed pride in the young travelers, who pushed their limits by walking over 26,000 steps in one day and connected deeply with nature and each other.
Day 7: A Taste of Otavalo and the Journey Home
On their last full day, the group had a busy day in Otavalo, Ecuador. They explored a lively open market in the morning before visiting Cuicocha Volcanic Lake and Peguche Waterfall. For lunch, they experienced a unique Pachamanca ceremony, helping to cook food underground. Afterward, they headed to the airport for their flight back to JFK.
Want to learn more about Project Week at BASIS Independent Manhattan? Join our Interest List to hear about all of our upcoming events and opportunities!
