Middle School

Bobcat Bytes: Ruhi M., Grade 9

March 8, 2024 by ezekielbracamonte

This blog series aims to offer a glimpse into the student life of our Student Ambassadors. The BASIS Independent Silicon Valley Student Ambassadors play an important role by representing BISV throughout the academic year in many ways. From cherished memories, to conquering challenges, from time management to immersing themselves in clubs and activities.

Meet Ruhi M., Grade 9, class of 2027. Prior to attending BISV, Ruhi attended a public school. Since joining our school in Grade 6, she has been a fantastic member of our school community. This year, she joined the BISV Rock Climbing Club. She says, “Nothing beats the feeling of successfully finishing a hard climb!”

Outside of school, Ruhi enjoys engaging in activities that bring her joy, such as playing competitive table tennis. She feels playing sports teaches her how to not give up even in the prospect of failure. She also loves singing and cats!

What have been some of your most memorable moments or experiences at BISV and why?

One of my most memorable school experiences was performing as a part of the BISV choir. I chose choir as my elective in Grade 8 as I have always enjoyed singing. I got to sing every day alongside the rest of the choir. During my time in choir, not only did I become a much better singer, I made some great friends as well. Over the school year, we worked incredibly hard in preparation for our choir performance. Prior to this event, I have performed onstage many times as I also play piano, but I found this performance to be rather different. There was still the anticipation, excitement, lights, and audience, but this time I was able to share this experience with my amazing friends. I am incredibly grateful to our music teacher, Ms. Jay!

This year we have over 90 clubs at BISV! What are the benefits of participating in our extracurriculars?

Joining a club at BISV has a lot of benefits. Clubs are an easy way to try something new. There are a lot of academic-related clubs such as Science Olympiad, Robotics Club, and DECA that compete in competitions. Last year, BISV hosted 40 teams for the Silicon Valley Robotics League Finals. There are also volunteering clubs such as Key Club, Paws, and the NJHS/NHS (National Junior Honor Society and National Honor Society). Personally, as a member of the NJHS, I believe joining clubs like these can give you a very rewarding experience. Joining allowed me to give back to the community in fun ways that I might not have tried if I didn’t join the club. There are also a lot of clubs related to art or sports such as NJAHS (National Junior Art Honor Society), Digital Art, Rock Climbing, Cross Country, and many more. I enjoy these clubs because, after a long day of school, these can be a great part of the day to look forward to. For me, I am a co-secretary of the BISV Table Tennis Club and a coach. I’ve found that being a coach has given me a lot of confidence in myself and my ability to help others. Having these roles in the club has allowed me to find a community of people at BISV who also share an interest in table tennis.

How do you manage your time and balance academic, extracurricular activities, and free-time?

As the school day goes by, I make additions to my To-Do List. I make sure the list is easily accessible, so I can look at it and edit it anytime. After school, I reorganize the list in order of how long how they will take to complete. For me, this helps because I prefer to get smaller tasks out of the way first to clear my mind for bigger tasks. I also utilize my time at school the best that I can. At BISV, there are office hours in which teachers hold sessions after classes where students can go and ask their questions. I have met multiple teachers who have spent hours throughout the year helping me as best as they can to understand concepts and I am very grateful to them.

What are some ideas you had about BISV that you found out to be true or false once you joined the school?

Before I joined BISV, I had heard it would be much more challenging than my current school. However, I wanted to join BISV because I wanted a challenge and that is what I got. Initially, I had the idea that the rigor would lessen my love for learning, but this was not true at all. It is the most amazing feeling to reflect on how much I have learned and grown since joining the school three years ago. One of the biggest differences I saw between my old public school and BISV is the quality of teachers. Teachers here are not only passionate and knowledgeable in their field but also teach very well. I truly believe that BISV can help reveal to you your true capabilities.

Finally, what advice would you give for incoming students to make the most of their year?

For any newcomers with an idea to start a club, it is worth it to pitch in your ideas as running your own club can become a valuable part of your time here at BISV! In addition, it’s important to not get stuck on what you can’t change. If you messed up on a test, don’t let that failure affect the future. If you are taking a break to relax, don’t stress by thinking of past mistakes or possible future outcomes. Don’t take on more extracurricular activities than you can handle or you might find yourself getting burnt out during the year. Do what makes you truly happy and can give a boost to your day. This is also an important message for parents deciding what classes to put their students in. Remember, your time is precious, so choose what you do wisely. Last, it is important to stay in the present and focus on what is in front of you. Keep going and always have faith in yourself!

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.

Collaborative Learning, Personalized Support: Inside the Classroom with Ms. Park at BASIS Independent Manhattan

March 5, 2024 by christineklayman

For Ms. Park, teaching Grade 4 at BASIS Independent Manhattan is more than a profession; it’s a calling fueled by a passion to shape lives. In this Teacher Feature, Ms. Park shares insights into how BASIS Independent Manhattan goes beyond academics to foster collaboration, address parental concerns, personalize learning, and celebrate the unexpected in the journey of education.

How does BASIS Independent Manhattan help students develop essential life skills like collaboration, communication, and resilience?

That is what I love about this school. We prioritize holistic development, recognizing that success extends beyond academic achievements. Each day, my goal is to create a collaborative learning environment where my students engage in group projects, discussions, and activities that help develop essential life skills.

For example, we have recently been working on a unique interdisciplinary project in art and Mandarin, recreating traditional Chinese tales in stop-motion animation. The students designed and built the puppets and sets, brainstormed story sequences, and took turns at the animation station. Although the art-making process was slow, methodical, and frustrating at times, I saw the students display patience and teamwork, resulting in an impressive final project that was presented to the school.

What are some common concerns parents have about their 4th grader’s education?

I commonly hear worries about middle school readiness, including handling academic challenges and managing schedules with extracurricular activities. I am able to address these with families by providing a nurturing environment focused on individualized learning.

Having a close and collaborative relationship with parents/guardians and my co-teachers, we maintain consistent and transparent communication about student progress using the Communication Journal (known as the CJ). I also hold twice-a-week student and parent hours that provide personalized attention.

As a Learning Expert Teacher, how do you personalize learning for each student?

Differentiation is at the core of our educational philosophy at BASIS Independent Manhattan. As a LET, I’m committed to understanding each student’s unique needs and talents. I always look for opportunities to get to know my students such as engaging in morning meeting check-ins and conducting personal academic and individual check-ins during study hall. This allows me to tailor my support precisely to each student.

Additionally, collaboration with SETs is crucial, as it helps identify students who may benefit from pull-out groups for additional support. This individualized approach ensures that each student achieves their full potential.

What’s the most unexpected thing you’ve learned from your students at BASIS Independent Manhattan?

One of the most remarkable aspects of teaching at BASIS Independent Manhattan is the constant curiosity and unexpected insights from our students. I am astounded at the unique perspectives my students bring to constructing skyscrapers in engineering and the innovative problem-solving they use in math.

As their teacher, I love to couple that curiosity with a growth mindset and see how these students positively approach challenges. I see them use the “power of yet” to confidently navigate their educational journey, and I am thrilled to be along for the ride.

We are grateful to Ms. Park for sharing her insights that provide a glimpse into the vibrant educational ecosystem at BASIS Independent Manhattan where collaboration, personalized learning, and a celebration of curiosity combine to create a unique and enriching experience for students. Having a teacher like Ms. Park who has close relationships with students and families is a treasure, resulting in a rewarding experience of witnessing daily growth and enthusiasm.

Interested in learning more about our passionate teachers and academic program, sign up for our interest list, visit our school, or attend an admissions event.

BASIS Independent Manhattan is a PreK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings.

Bobcat Bytes: Bryan M., Grade 8

December 21, 2023 by msnyder

Bobcat Bytes – Bryan MaMeet Bryan M., Grade 8, class of 2028. Prior to attending BISV, Bryan attended a private school. During the last academic year, he actively supported the Student Ambassador Program by hosting a Shadow Student on two separate occasions. Bryan is also an active member of multiple clubs including Science Olympiad, Philosophers Club, Quiz Bowl, and National Junior Classical League.

Outside of school, Bryan finds pleasure in delving into books recounting the tales of Greek Gods and mythological creatures. Interestingly, Bryan can name more Greek Gods than he can comic book superheroes!

What have been some of your most memorable moments or experiences at BISV and why?

One of my best memories at BISV was the World Scholar’s Cup, which is an international academic program with more than 15,000 students participating from over 65 countries. There are four main team events: The Scholar’s Challenge, Collaborative Writing, Team Debate, and The Scholar’s Bowl. The team with the highest total scores of the four events is the overall team champion. In the time leading up to the event, our practice scores had been modest, but something ignited within me on that day. I was possessed with an intense desire to prove to myself that we could come out of the event victorious. My mind focused in on the competition. When it was all over, I was clutching the prize in my hands and high-fiving my teammates. It was a great day and made more special because I was able to share it with my friends.

What are some challenges you faced when first starting at BISV and how did you overcome them?

Transitioning into BISV was like stepping into a new world of academic rigor. BISV’s curriculum was more advanced than at my previous school, and adapting was a challenge. However, I decided to welcome this change and be flexible in my approach. It was with this attitude, I quickly developed new academic routines and surprisingly, it wasn’t overwhelming like I thought it would be. In fact, it became a rewarding journey of growth and learning.

This year we have over 90 clubs at BISV! What are the benefits of participating in our extracurriculars?

Clubs at BISV offer a treasure trove of benefits. For me, they provide as an opportunity to try something new and dive into my established interests. One of the many benefits is the amazing range of clubs available and how there are very few barriers to exploring virtually any interest one might have. BISV’s clubs also cater to the students. In many cases, students are involved in the setting up and running of the clubs, so they naturally reflect student interest. They are a place where students and advisors can work together and through club involvement, I’ve developed new skills, connected with my peers, and experienced collaborative learning at its finest.

How do you manage your time and balance academic, extracurricular activities, and free-time?

Discipline and efficiency are key. Approaching my responsibilities with focus and discipline allows me to not only finish my schoolwork on time, but it also opens up time for other fun things. Another great ally for anyBobcat Bytes – Bryan M. 2 student is an organized schedule. Each morning, I create a structured plan and schedule out my activities for that day, including leaving time for non-school related activities. Leisure time becomes a reward and it all comes down to effective scheduling and disciplined follow-through.

What are some ideas you had about BISV that you found out to be true or false once you joined the school?

In my mind, BISV was an “all work and no play” type of school. I imagined mountains of homework, constant testing, and fierce competition, with no time for personal enjoyment. While I do possess a competitive side, I enjoy having a good time like any other student my age. In my mind, I feared this school would be a vacuum for fun, but I was wrong. After two years here, I’ve realized that this is certainly not the case. My teachers always encourage me, never place undue pressure upon me, and the volume of homework–while not insignificant–is manageable. Sure, BISV is still a challenging school with a demanding academic curriculum, but I can handle it and still have fun at the same time. Myth busted!

What are some strategies you use for staying organized and keeping track of assignments and deadlines?

When it comes to staying on top of my assignments and deadlines, my organizational strategies are my trustworthy companions, even if my desk might not always reflect that right away. Organization is something I’m always looking to improve upon, so I often find myself probing the recesses of my imagination for new and easier ways to stay on track. For remembering deadlines, I utilize Schoology, an online platform where teachers post assignments and other essential information. This digital hub not only keeps me updated on upcoming tasks, but it also minimizes the risk of missing assignments. However, some teachers opt for more traditional communication methods. For these classes, I rely on the use of my Communication Journal–CJ for short. BISV hands out CJs at the beginning of the year, which serve as a checklist for homework, projects, test dates, and other reminders. Another useful tool is my calendar. It acts as a checklist and helps transform what can seem like an overwhelming list of tasks into a manageable flow.

Finally, what advice would you give for incoming students to make the most of their year?

I would advise any incoming student to not be afraid to explore their interests. There is a wide variety of clubs and school electives. If there is something you are interested in, chances are there is a way to explore it at BISV. During your time here, you’ll take various science, math and English courses. Therefore, I’d recommend that new students consider joining a unique club or exploring an unconventional elective if it piques their interest. My last piece of advice is to stay up-to-date with your academic workload. The pace here can sometimes feel fast, so building strong organizational and time management skills would be very beneficial. Ultimately, I believe that if new students come to BISV with an empty book, each student finds their own unique way to write their story within it.

A Family Affair: Brother and Sister Elected Student Council President and Vice President at BASIS Independent Manhattan Upper School

October 13, 2023 by msnyder

BASIS Independent Manhattan Upper School has elected a new student council president and vice president for the 2023-2024 school year: Hudson (Gr. 11) and Stella L. (Gr. 8). This brother-sister duo are passionate about making the Upper School a better place for all students.

During their lunch break, we had an opportunity to sit down and ask them a few questions. This interview provides a chance for the student body to get acquainted with their new leaders and learn about their plans for the upcoming year.

Hudson and Stella L. mentioned that their primary goal is to improve the student experience. They have three areas of focus right now:
Improve the creature comforts in our campus building.

Optimize lunchtime for enjoyment.
Create a textbook swap or ways to reuse them among students.
They also plan to continue growing the BASIS Green Committee, which focuses on eco-conscious decisions at school.

How To Achieve These Goals?

The duo intends to ensure that students follow the school rules, respect school resources, and do not take them for granted. They will work closely with the administrators to address any concerns raised by the students. They have already initiated a partnership with one of the facilities team members to make progress in this regard.

Now with a full school, they would like to implement simple adjustments to streamline lunch. These include rearranging tables and seating, making lines more efficient, and increasing the number of trash and recycling bins. The objective is to spend less time cleaning up and more time enjoying meals with friends.

With textbooks, Hudson and Stella are aware of how expensive they can be and plan to create a system that spans grades – such as a book swap – so that textbooks can be passed on from year to year and reused. They will also work with the Wildcat Family Committee to create a full-scale effort that involves both students and parents.

Representing All Student Voices

At an Upper School with students in grades 6-12, Hudson and Stella L. explained that they are both high school and middle school students themselves, and they know their classmates and peers. They also have a representative from each element as part of the Student Council, who will talk to their class and bring their feedback to the meetings.

Lastly, they talked about not being just leaders but representatives of everyone. They would like to encourage all students to share their ideas, comments, and concerns with them.

Bobcat Bytes: Joy G., Grade 7

September 6, 2023 by ekugler

Meet Joy G., Grade 7, class of 2029. Prior to attending BISV, Joy attended a public school. Since joining our school, she quickly took it upon herself to join the Student Ambassador Program. Joy is also an active member of multiple clubs including Astro Circle, Math Circle, and the Associated Student Body.

Outside of school, Joy enjoys playing basketball and badminton. She also loves traveling, alpacas, and fried chicken with ice-cream. She says, “Don’t judge the combo until you try it!”

What have been some of your most memorable moments or experiences at BISV and why?

One of the most memorable moments or experiences I’ve had at BISV would be the Middle School Yule Ball, which was really exciting. The dazzling display of lights, synchronized with the rhythm of the music, and themed decorations created an enchanting atmosphere. Social events like this serve as a delightful break from the rigors of academics, allowing me to embrace my playful side and recharge my energy. At times, the workload in BISV can feel a bit much, so I really like to use these events to help balance out the stress that naturally comes with such rigorous academics. The social events at school help me feel more refreshed and ready to get back to work.

What are some challenges you faced when first starting at BISV and how did you overcome them?

My first year at BISV was accompanied by the common challenges of adapting to a new environment. I vividly recall my first day stepping into a classroom of unfamiliar faces. I had met my teachers and a few classmates at the Back to School Festival, but I didn’t know anyone very well. The feeling of apprehension slowly transformed into a sense of belonging through consistent engagement in activities, clubs, and positive interactions. This transition was akin to an ice cube melting in warm water, symbolizing the gradual adaptation into a new school environment. The BISV community, encompassing both faculty and fellow students extended a welcoming hand, so it was easy for me to feel at ease.

This year we have over 90 clubs at BISV! What are the benefits of participating in our extracurriculars?

Clubs at BISV serve as opportunities for developing indispensable skills such as teamwork, critical thinking, effective communication, and leadership. The experiential nature of club involvement allows for discovering new passions and boosting self-confidence. Furthermore, these activities allow for social interaction on many levels, enabling students to create bonds with peers who share similar interests. Beyond personal growth, clubs often contribute to the broader, unified community. For example, perhaps a club is advocating to help with our climate situation, and they’re reaching out to other organizations to build projects to combat climate change. Participating in a club that has intentions of helping our community as a whole defines a student as someone who is eager to help, and brings out the side of them that is a crucial part to demonstrating what a student is really capable of.

How do you manage your time and balance academic, extracurricular activities, and free-time?

Upon receiving a task, whether it be an academic assignment, club responsibility, or personal errand, I undertake the vital process of prioritization. Factors such as deadlines, significance, complexity, and duration guide me in categorizing these tasks. Employing schedules and planners help keep me organized and accountable, while the Pomodoro technique serves as an effective tool for study sessions. The Pomodoro technique is 25 minutes of work, a 5 minute break, and then repeating it a few times until a long break, which is 30 minutes. It’s effective in managing my time, and it helps put off procrastination, so it is an efficient tool I’d highly recommend. If work ever gets to feel a bit overwhelming, seeking guidance and support from my peers, Dean of Students, and Subject Expert Teachers assists in navigating challenging circumstances and sustaining a positive outlook.

What are some ideas you had about BISV that you found out to be true or false once you joined the school?

Prior to becoming a student at BISV, I held the notion of the schools dedication to academic excellence, a belief that I have found to be true. The school’s commitment to providing a rigorous yet comprehensive learning environment is something I am grateful for. At the same time, I had envisioned my ability to keep up with the coursework to be daunting. I thought I would struggle with maintaining my grades in such a rigorous learning environment. And while I am busy and have to manage my time well, I feel supported by my school and parents when it comes to my goals.

Finally, what advice would you give for incoming students to make the most of their year?

Embrace trying new things! Participate in clubs, activities, and events that resonate with your interests. This is a wonderful way to make new friends and stimulate personal growth. As BISV has rigorous academics, it’s important to organize all your study materials and regularly review them to stay on top of your classes. I do admit that this can be harder to do than say and it can be potentially challenging at times. Nevertheless, maintain a resilient and positive attitude with the help of your peers, teachers, deans, and school counselor. Overall, for incoming students, just relax and enjoy your first year, open up to new things you haven’t experienced before, and be mindful to keep track of academic tasks or organization.

New York, New Adventures

August 31, 2023 by ekugler

New York City is not just a place; it’s an experience. It teaches us about diversity, culture, and the endless possibilities that lie within each individual. To provide a glimpse into the heart of this metropolis, instilling in the students a sense of wonder, BASIS Independent Fremont sent 5th and 6th graders on a trip of a lifetime.

Ellis Island and the Statue of Liberty
Our day began with a ferry ride to the storied Ellis Island, a gateway to the dreams and aspirations of millions of immigrants seeking a new life in America. As we set foot on this historic island, we couldn’t help but feel a sense of awe and reverence. Our students embraced the opportunity to step into the shoes of those who paved the way for our diverse nation.

Next, we set sail towards the radiant Lady Liberty herself, standing tall as a symbol of freedom and enlightenment. The sight of her majestic figure against the backdrop of the New York City skyline left our students breathless. We marveled at the intricacy of her design and the power of her message.

Madison Square Garden
Our day began with a visit to the iconic Madison Square Garden, the world’s most famous arena! The excitement was palpable as we stepped into this legendary sports and entertainment venue. We embarked on a behind-the-scenes tour led by knowledgeable guides who shared fascinating facts about the Garden’s rich history. From the breathtaking sports moments to legendary concerts, our students were transported through time, feeling the energy that has permeated this iconic space. We even had the chance to stand on the hallowed ground where basketball, hockey, and music legends have left their mark.

Coney Island
We then headed towards the sunny shores of Coney Island. As we arrived, the students were greeted by delicious treats and colorful rides stretching as far as the eye could see. The Ferris wheel offered breathtaking views of the ocean and the vibrant hustle and bustle of the boardwalk. We savored iconic Coney Island foods like hot dogs and cotton candy, creating memories that will stay with us for a lifetime.

Rockefeller Center: Where Dreams Take Center Stage
Next on our itinerary was the iconic Rockefeller Center, which was brimming with excitement and energy. The kids were captivated by the golden statue of Prometheus and the famous skating rink. We marveled at the impressive art installations that dot the area. In the evening, after dinner, the view from the Top of the Rock observation deck left us all breathless, with panoramic vistas of the sprawling city below.

Fifth Avenue: A Shopper’s Paradise
The glamorous Fifth Avenue is known as a shopper’s paradise. The kids’ eyes widened as we strolled past flagship stores, such as FAO Schwarz, LEGO, and Nintendo. We also admired the elegant architecture and stunning window displays that adorned the street. Central Park, with its lush greenery, served as a tranquil oasis amidst the hustle and bustle of the city.

As the trip drew to a close, we couldn’t help but reflect on the magical moments we experienced together. Our adventure through The Big Apple was not just about sightseeing; it was a journey of discovery, learning, and inspiration. The children gained a deeper appreciation not only for the vibrant city they were exploring but for the large world that remains to be discovered.

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.

Term Project Trip 2023: Tanzania

August 24, 2023 by ekugler

During the final week of the academic year, BASIS Independent Silicon Valley celebrates Term Project Week, an enriching experience for students across all grade levels. This week provides a unique platform for collaborative, multidisciplinary projects, and engaging activities or trips. Students are grouped with dedicated teachers who guide and facilitate their learning throughout the week.

Each year, we offer a diverse range of project options, continually seeking to expand our offerings based on the interests and input of both our faculty and students. These projects challenge our students to be cooperative learners and to function as a team. On this specific trip, students were also able to earn community service hours towards their various clubs and volunteer programs. This Term Project Trip was to Tanzania, where students traveled through the Serengeti to Zanzibar!

Day 1: Students and their chaperone departed from SFO to Kilimanjaro, Tanzania. Upon arrival at the airport in Kilimanjaro, students met with their designated program leaders and drove to the Danish Center in Arusha, Tanzania. Over the first five days of the trip, students engaged in service work within the local villages and used this center as their main hub.

Day 3 – Day 5: Each morning, students partnered with Sura Village members to build the medical testing lab facility for the village clinic. They roughly dedicated 2-3 hours of service work in the morning, followed by lunches with the local community. In the afternoon, they resumed their efforts for a few more hours. Their tasks included mixing cement, shoveling sand, and gathering rocks to build the foundation of the building. Beyond their service hours, students engaged in cultural and fun activities such as milking cows and cooking traditional food alongside village members.

The village commissioner expressed that the clinic’s construction will leave a lasting impact for generations. Upon its completion, he plans to display our school’s name on the building, showcasing our student’s dedicated efforts.

Day 6: Having completed their service work at the Sura Village Clinic, students departed from the Danish Center and made their way to Tarangire National Park for a safari adventure. Led by tour guides, they learned about the ecosystems and conservation efforts of the species that populate the area. Tarangire is known for its dense elephant population, providing a unique opportunity to witness them up close. The day concluded at a camping resort overlooking the Rift Valley in Migombani, Tarangire, where students settled in for the night.

Day 7 & 8: Students went on an expedition to Serengeti National Park, one of Tanzania’s most renowned and protected areas. Guided by their tour leaders, they ventured into vast savannahs by safari car in search of wildlife that inhabits the world-famous national park. Students observed a variety of animals including elephants, giraffes, wildebeest, and zebras during their exploration. They set up tents and slept in sleeping bags at the national park campsites.

Day 9 & 10: The group headed to Ngorongoro Crater where they settled into a new campsite. Ngorongoro Crater is a smaller area than the Serengeti and is known as Tanzania’s richest game park. Throughout their time there, our students learned about animal behavior, conservation, tribal customs, and wildlife-human interaction from their safari guides.

Day 11: Students took a flight to Zanzibar, famously known as the “Island of Spice.” They explored the local spice farms, learned the historical significance of the spice trade, and gained insight into Zanzibar’s evolution into the renowned Isle of Spice.

Day 12: Students visited Stone Town, a historic area that was once a trading hub. They took a walking tour through its winding alleys and streets. Later they enjoyed snorkeling along Stone Town’s beaches and explored Prison Island. On Prison Island, the group visited a giant tortoise sanctuary and learned about the endangered species.

Day 13: The students participated in a dhow sailing activity, setting off from the beachside of Zanzibar in classic wooden sailboats. Their destination was the Menai Bay Conservation Area, known for its dolphins, coral reefs, and diverse marine life. When they arrived, they snorkeled in the clear blue water of the Indian Ocean and had a seafood buffet on Kwale Island Beach. Following their adventure, they sailed back to Zanzibar for their final night of the trip.

Day 14: The group made their way to the airport in Zanzibar and headed home on a long flight back to SFO.

Term Project Trip 2023: Ireland/UK

July 25, 2023 by ekugler

Each year, we offer a diverse range of project options, continually seeking to expand our offerings based on the interests and input of both our faculty and students. This Term Project Trip was to Ireland and the UK and consisted of 61 students and 10 chaperones.

Day 1: The first day of the trip was dedicated to travel.

Students and chaperones at SFO for their AM flight to Dublin, Ireland

Students and chaperones at SFO for their PM flight to Dublin, Ireland

Day 2: Upon arrival at the airport, the morning group was greeted by their assigned tour guide, who would be one of two tour guides accompanying and guiding our students throughout the duration of the trip.

Having arrived in Dublin, Ireland ahead of the afternoon group, they took advantage of their early arrival and explored Bunratty Castle. It was a great opportunity for them to immerse themselves in the rich history and cultural heritage of the region while awaiting the arrival of the afternoon group.

Shortly after the morning group’s excursion to Bunratty Castle, the afternoon flight group landed at the airport and was welcomed by their dedicated tour guide. Both groups began to make their way to meet each other at their first hotel in Killarney, Ireland. They had their first dinner together as a group and called it a night.

Day 3: Our students went on an exciting adventure to Killarney National Park, where they rode on a horse and carriage through the park. The journey took them through lush greenery and landscapes, ending at Ross Castle on the lake.

Following the exploration of Ross Castle, our students then headed to West Ireland along the scenic route of The Ring of Kerry. The Ring of Kerry is known for its rolling green hills, rugged Atlantic seascapes, and quaint Irish villages. Along the way, they had the privilege of visiting Kerry Bog Village, where they traveled back to 18th-century Ireland and witnessed traditional thatched cottages and rural life from a bygone era.

They ended their excursion around the Ring of Kerry at Kissime Sheep Farm, where they witnessed an authentic sheepdog and sheering demonstration. Our students really enjoyed observing the skilled sheepdog commander’s whistle calls and the obedience displayed by the sheepdog as it herded sheep down the hill.

Day 4: Students ventured to Blarney Castle, where they explored its gardens and participated in the tradition of kissing the Blarney Stone. Following their time at the castle, they proceeded on a short walk to Blarney Woollen Mills, renowned as the largest Irish store in the world. Here, they went shopping for authentic Irish goods such as wool caps, chocolates, and flutes.

Day 5: During their time in Dublin, students went on a guided bus tour led by a local Irish expert. As they drove through the historic streets of Dublin, they learned about the Georgian Squares, witnessed the hustle and bustle of O’Connell Street, and walked Phoenix Park. A highlight of the tour was their visit to St. Patrick’s Cathedral, an architectural gem steeped in religious and historical significance.

They then went to EPIC, The Irish Emigration Museum in Dublin. The immersive experience featured the history of the Irish people, shedding light on their struggles, triumphs, and enduring resilience throughout the ages.

For their last stop of the day, students went to The Irish Dance Party. Dancers dressed in traditional Irish attire and played Irish-made instruments. Some of our students even had the chance to learn some traditional Irish footwork.

Day 6: The group departed from Dublin to Holyhead by ferry boat. After a couple of hours of travel, they arrived in Wales. Their first destination was Conwy Castle, where they walked across ancient walls and explored the guard towers of this historic fortress.

Day 7: The group began their day with a visit to Stratford-upon-Avon, the birthplace of William Shakespeare. They first explored Anne Hathaway’s cottage, followed by the Shakespeare Centre and Birthplace. Afterward, they split into smaller chaperone groups to further explore the city, with some visiting the Holy Trinity Church where Shakespeare is buried and others exploring local markets and eateries.

Continuing their exploration, the group stopped in the city of Oxford on their way to London. Our students had time to explore the campus of Oxford University, the Oxford University Museum of Natural History, and the Oxford City Centre.

Day 8: On their first day in London, they began with a guided walking tour. During the tour, they visited notable landmarks including Big Ben and the Houses of Parliament, Piccadilly Circus, St. Paul’s Cathedral, and Westminster Abbey.

Following the tour, the group split up into four mini excursions: The Harry Potter London Experience, The London Dungeon, The London Tower, and Hyde Park.

Later in the day, a portion of the group attended a captivating performance by Eddie Izzard, while the remaining members went shopping at the M&M and Lego stores nearby.

Day 9: On their last full day of the trip, the group traveled to the Tate Museum as their first stop. They then walked along the River Thames to the famous Borough Market in South London to have lunch. After lunch, they proceeded to the Globe Theater to watch a performance of “The Comedy of Errors.”

Following the performance at the Globe Theater, they explored the British Museum, where they viewed famous artifacts firsthand, including the iconic Rosetta Stone.

To conclude their trip, the group enjoyed their final dinner together at a Japanese fusion cuisine restaurant in London.

Day 10: Both groups departed from London and traveled back to San Francisco. It was a great trip that our students will remember forever!

Some students arriving at SFO from London to greet their parents

2023 Scholastic Art & Writing Awards

June 2, 2023 by msnyder

Congratulations to the 2023 winners of the Scholastic Art and Writing Awards. We wanted to celebrate the inspiring student work from BASIS Independent Brooklyn this year by sharing the work with our community. Students have created visually stunning and meaningful imagery, and we wanted to share many of the pieces honored by Scholastic in the hopes of inspiring others. We are proud to see them brilliantly uphold the BASIS Independent Brooklyn standard for setting the bar high for our school community and rising to meet those goals.

“Our students’ hard work has led to great outcomes,” commented Head of School Josh Harmon. “I’m proud of their creativity and the execution that earned them their awards. Thank you to our teachers for inspiring and guiding our students to express themselves and capture their unique perspectives.”

Overall across BASIS Independent Brooklyn, 13 students were recognized with awards in the 2023 Scholastic Art & Writing Competition. A full list of students honored follows:

Olivia B. ‘27 – Honorable Mention (Drawing & Illustration)
Katey B. ‘23 – 2 Gold Keys (Photography)
Laila G. ’24 – Silver Key (Digital Art)
Samantha G. ‘24 – Honorable Mention (Photography)
Mateo K. ‘25 – Honorable Mention (Drawing & Illustration)
Avi L. ‘24 – Gold and Silver Key (Photography)
Yorgo M. ‘27 – Gold Key (Photography)
Alex R. ‘24 – National Silver Medal, Gold Key, and 2 Honorable Mentions (Drawing & Illustration)
Yuna S. ‘24 – Silver Key (Digital Art)
Arthur S. ‘27 – Honorable Mention (Photography)
Beckham V. ‘26 – Honorable Mention (Photography)
Isaac W., ’24 – Honorable Mention (Photography)
Maren W. ’23 – 2 Silver Keys (Photography)

Art Awards
On top of the regional accolades, this year Alex R. ’23 was honored with a National Silver Medal in recognition of exceptional work in drawing and illustration. His award-winning work was displayed in the national exhibit that toured the country.

“Alex is a wonderfully talented artist,” said Ms. Heather Corbett, Fine Arts Subject Expert Teacher. “He had a solid background in realistic drawing coming into class this year and has worked to expand his comfort zone by exploring 5-point perspective in colored pencil, portraits in acrylics and landscapes in watercolors. He is generous and encouraging with his peers and thoughtful in his approach to both his work and the work of his classmates. I am very pleased to have been able to get to know and teach him this year.”

Alex R. ‘S National Silver Medal Drawing:

“Congratulations to this year’s winners,” said Mr. Opirhory, Fine Arts Subject Expert Teacher. “Their dedication to the arts and unique vision represents the best of our community. With art ranging from photography to digital art, and drawing they continue to impress.”

Proud of his students, Mr. Opirhory provided background on each one that we wanted to pair with their recognized entries. All of his students awarded Gold and Silver Keys follow alphabetically.

“Katey Brickner’s contributions to the arts at BASIS Independent Brooklyn have been extensive through the years. Her artistic merit is immense. She works in a variety of mediums and it’s great to see her gain acclaim for her photography. These images are a direct reflection of her creativity, emotional intelligence, and dedication to skill.”

Katelyn B.’s Gold Key Photograph “Veil of Silence”:

Katelyn B.’s Gold Key Photograph “The Web Whisper”:

“Avi Lockner has excelled at capturing stark and vivid imagery. His photography set such a unique mood with his use of contrast and composition. Dark in tone, they confront us with their underlying ideas.”

Avi L.’s Gold Key Photography “Works”:

“Yorgo Malafis is a newcomer to photography yet he’s created a number of wonderful works in a short time. He has an eye for iconic and structured imagery and accentuates order in urban environments.”

Yorgo M.’s Gold Key in Photography “The Wall”:

“Yuna Stechert Is an amazing draftsperson/painter. Her talent working with figurative narratives improves with each piece. She works with oil, acrylic, gouache, and watercolor with an attention to detail and a solid understanding of what makes a great image.”

Yuna S.’s Silver Key in Digital Art “Fleeting Happiness”:

“Maren Williard’s photographs are a spectacular look into the idiosyncrasies of life. This is done so succinctly by juxtaposing the roles of children and adults in a comedic and introspective fashion.”

Maren W.’s Silver Key in Photography “Eve’s Temptation”:

Maren W.’s Silver Key in Photography “They Grow Up So Fast”:

Dean of our High School Program Mr. Goldman was proud to share that Laila G. ’23 was awarded a Silver Key for her layered and deeply-historical work created as part of his AP U.S. History class. Dean Goldman shared that it is an “impressive synthesis work, encompassing multiple centuries, and asserts her answer to the question ‘What is the Story of America?'”

Laila G.’s Silver Key in Digital Art “The Pursuit of Happiness”:

Our students continue to inspire us. We are extremely proud of them, their intelligence, artistic vision, and – most of all – their potential.

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

May 4, 2023 by msnyder

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.