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Primary Program

Why Mandarin?

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

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

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

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

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

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

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

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

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

Our Two-Teacher Model Explained

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The Symbiotic Classroom is a hallmark element of our Primary Program, but what does that mean to a parent? How do our students benefit? We take this biology term and translate it into a successful teaching model that pairs a Subject Expert Teacher (SET) and a Learning Expert Teacher (LET). Read on to have this SET/LET relationship explained.   

Imagine being back at school, sitting in a class where you already know the material, feeling like you’re “ahead” of everyone else. This is boring! Then you head to a class you don’t like, but it is only because you are struggling to understand the lesson. The teacher is going too fast! Now imagine there was a second teacher in those classes who really knows you. They recognize your strengths and provide enrichment when needed. They identify your areas of growth and provide support to help you achieve your highest potential. This approach best describes the SET/LET model at BASIS Independent Manhattan.

Meet the SET 

Subject Expert Teachers (SETs) are just that—experts in their field of study—teaching classes in the subjects for which they received their degrees and are, therefore, most passionate about them. Their area of expertise is their sole focus, allowing them to concentrate on creating captivating, in-depth lessons for all grade levels they teach. Students in grades 1 and above have one SET for each discipline rather than one teacher who teaches multiple subjects. 

Meet the LET

Learning Expert Teachers (LETs) span across grades 1—4 and are responsible for one class of students whom they stay with for the entire academic day. In addition to co-teaching with the SETs, LETs provide customized support in those classes, as needed. Because LETs are with just one class all day, they build trust and understanding with their students to better guide them throughout their academics.

SET LET Model

The Benefits

Together, these expert teachers focus on building a classroom culture of social-emotional support and academic excellence. The SETs and LETs collaborate to create lesson plans that are both advanced and accessible to all students. The symbiotic relationship between these two teachers in the classroom helps provide:

  • Minimal distractions and maximum learning,
  • Flexibility for one-on-one and small group work,
  • An infectious passion for subjects passed on from teacher to student, and
  • Individualized attention on student progress and overall happiness.
  • At BASIS Independent Manhattan, the SET/LET relationship is at the heart of our goal to instill a lifelong passion for learning in our students.
Kindergarten Teacher Appreciation

Finding a Connection

In addition to co-teaching with SETs, LETs lead a weekly class called Connections. This course encourages students to utilize their knowledge in a creative way. Students are presented with project-based scenarios that require the use of problem-solving, creativity, and collaboration as they establish links across subjects. Connections shows our students how each subject is related to the other while gaining a deeper understanding of the material.

One of our most exciting Connections projects happens in grade 1 when students combine everything they learn about Ancient Egypt in Humanities, art, science, and engineering. The real-world connections across disciplines occur when they:

  • Write their name and phrases in hieroglyphs,
  • Construct pyramids using marshmallows and toothpicks,
  • Learn about mummies and recreate the mummification process with a stuffed animal and shoebox, and
  • Explore Ancient Egyptian culture and clothing. 

Contact the Admissions Team
Should you have any questions, we invite you to explore our website, visit our school, or contact our Admissions team to learn more.

BASIS Independent Manhattan, a private school offering PreK through Grade 12, is based in Manhattan, New York. Students thrive alongside Subject Expert Teachers as they engage in a liberal arts program with STEM offerings. 

Perseverance in Practice

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In the heart of BASIS Independent Fremont Lower School, a remarkable event unfolded that took our students on an interstellar journey beyond the confines of our classroom and into the vast challenge of space exploration. Celebrating the two-year anniversary of NASA’s Perseverance Rover landing on Mars, we hosted a special science session that dove deep into the marvels of this monumental achievement in human exploration. This event was not just about building a LEGO model; it was about igniting the flames of curiosity, innovation, and teamwork in our young learners.

Day of Discovery

The session kicked off with a dive into the scientific achievements of the NASA Perseverance Rover. Our students were captivated by the intricate fields of mechanical engineering, material science, computer engineering, and communications technology that play pivotal roles in the success of space missions. The discussion also covered the logistical challenges of launching spacecraft and the critical reasons for sending robots instead of humans to explore distant worlds. This foundation set the stage for understanding not just the ‘what’ and ‘how’ of space exploration but the ‘why’ behind these incredible scientific pursuits.

Exploring Engineering

With minds filled with new knowledge, our students embarked on the “Exploring Engineering” phase. This was where the theoretical met the practical. The challenge: to plan and execute the building of the LEGO Perseverance Rover as a team. This task demanded more than just following instructions; it required students to think like engineers, strategizing the most efficient paths to completion, foreseeing potential obstacles, and applying their newfound understanding of the rover’s design and purpose. Witnessing the transformation of individual LEGO pieces into the iconic rover was a testament to the power of applied learning and critical thinking.

Teamwork Triumphs

No part of modern science is accomplished alone. Perhaps the most remarkable aspect of the day was the lesson on teamwork. Students were grouped into pairs and tasked with constructing different sections of the rover, which would later be assembled into the final model. This exercise in collaboration required not just technical skills but the soft skills of patience, communication, and mutual support. Through this process, our students learned that complex problems are best solved together, with encouragement and patience, mirroring the collaborative spirit of real-world scientific endeavors.

The Value of STEM Education

As we reflect on this extraordinary day at BASIS Independent Fremont, it’s clear that events like these exemplify the value of STEM education in fostering not only academic growth but also critical life skills like teamwork, problem-solving, and perseverance. In a world that is rapidly advancing, creating new and exciting learning opportunities like this ensures our students are not just prepared for the future but are inspired to shape it.

At BASIS Independent Fremont, we are committed to continuing this journey of exploration, innovation, and discovery. Together, we will keep reaching for the stars, pushing the boundaries of what is possible, and inspiring the next generation of scientists, engineers, and explorers. Here’s to many more adventures that lie ahead and to the endless possibilities that STEM education can unlock.

Learn more about our Primary Program here.

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

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

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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.
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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.

4th music ukelele song composing (6)

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. 
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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. 
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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. 

5 Reasons to Love BASIS Independent Fremont’s Primary Program!

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BASIS Independent Fremont’s Primary School is a magical place in a child’s life. It’s a place where young minds start to blossom, friendships are forged, and a love for learning begins to take root. While every stage of education has its unique charm, there’s something particularly special about those early years in primary school. In this blog post, we’ll explore five reasons why primary school is a place to cherish and love.

#1: Learning to Learn

Learning to learn, or metacognition, is a crucial skill because it empowers students to adapt to a rapidly changing world. It is crucial that schools not just impart knowledge but teach young people how to efficiently acquire new knowledge. BASIS Independent Fremont does this by fostering critical thinking and problem-solving abilities so that students can regulate their own learning processes. This self-ownership of their own education builds student confidence in their ability and yields the empowerment needed to navigate an information-rich world and make informed decisions

#2: Growth in Character

Learning to learn, or metacognition, is a crucial skill because it empowers students to adapt to a rapidly changing world. It is crucial that schools not just impart knowledge but teach young people how to efficiently acquire new knowledge. BASIS Independent Fremont does this by fostering critical thinking and problem-solving abilities so that students can regulate their own learning processes. This self-ownership of their own education builds student confidence in their ability and yields the empowerment needed to navigate an information-rich world and make informed decisions.

#3: Encouragement and Support

BASIS Independent Fremont’s primary school teachers and staff understand the importance of fostering a positive and inclusive learning environment where every student feels valued and encouraged to succeed. All people are different, and children are no exception. We understand that students have evolving needs and offer the guidance and support they need to overcome challenges. These early experiences can shape a child’s attitude toward education and personal growth for years to come.

#4: Joy in Exploration

One of the most compelling reasons to love BASIS Independent Fremont’s Primary Program is the sheer joy of exploring so many subject areas. Young children are naturally curious, and our primary program provides them with a safe and stimulating environment to explore their interests. From discovering the wonders of engineering to diving into captivating world cultures, every day is an opportunity for students to expand their horizons. Young people may land anywhere in their lives, and you never know what they’re going to love. It is vital that students explore as much as they can in the early years, where knowledge becomes an exciting adventure.

#5: Milestones and Memories

BASIS Independent Fremont’s primary school experience is filled with memorable milestones and events that children and parents treasure forever. From the wonder of International Day to the hard-won glory of the Bumblebee Games, each year brings its own set of unforgettable moments. Field trips, student performances, and special assemblies create cherished memories that leave a lasting impression on young minds. These experiences not only make BASIS Independent Fremont’s Primary Program enjoyable but also help children grow and develop into well-rounded individuals.

Primary school is a time of wonder, discovery, and personal growth. BASIS Independent Fremont is a place where the foundation for a lifetime of learning and personal development is laid. From the first day, when the seeds of the love of learning are planted, there are countless reasons to love primary school. It is a magical time in a child’s life, filled with moments that shape their future and create lasting memories. So, let’s celebrate and cherish the primary school years as a precious chapter in our educational journey.

Learn more about BASIS Independent Fremont’s Primary Program here. 

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

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

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


Transitional Kindergarten and Kindergarten 

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

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

Grade 1 

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

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


Grade 2 

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

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

Grade 3 

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

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

Grade 4 

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

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

Grade 5 

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

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

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

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

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

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

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

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

TK – K Communication Journal

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

Students in Kindergarten recording their CJ notes for the day

Grades 1 – 3 Communication Journal

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

A Grade 2 student’s CJ notes for the week

Grades 4 – 5 Communication Journal

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

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

Grades 6 – 8 Communication Journal

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

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

Grades 9 – 12 Communication Journal

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

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

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

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

Celebrating Science at BASIS Independent Fremont

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Science is more than a subject in school. It is more than a career path. Science is a way of thinking, an analytical process-driven way of looking at the world. Science is a worldview fixed upon progress, intellectual humility, and evolving knowledge. This month, the students of BASIS Independent Fremont flexed their science muscles at the BIF Science Fair and STEM Fest. With hundreds of parents in attendance, students from kindergarten to grade 5 showcased projects spanning many branches of science.

Science education teaches children how to think critically and logically, encouraging them to use evidence and reason to form conclusions. This skill is essential in all areas of life, not just science. Above, a team of grade 1 scientists explore how colors form by examining the absorption of liquids.

Science education provides children with the foundational knowledge and skills needed to pursue careers in science, technology, engineering, and math (STEM) fields. These fields are in high demand and offer many opportunities for growth and advancement. Above, kindergarten teacher Mr. Jordan questions students during their presentation about microorganisms.

Science education helps children become informed and responsible citizens, enabling them to make informed decisions about their health, the environment, and other important issues that affect their lives. Above, grade 5 student Daphne eliminates waste by storing ketchup in Boba capsules instead of single-use plastic packets.

The parent-led STEM Fest on the weekend followed Friday’s Science Fair. Hundreds of students, parents, and community members came together for the expo to celebrate science education. The extracurricular accomplishments of students were on display as students learned about a breadth of topics, from building artificial ear drums to exploring robotics.

Together, the 2023 Science Fair and STEM Fest brought science to the forefront of the conversation!

The Magic Behind BIF’s Operations Team

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Behind every stunning Broadway performance or Nascar photo finish, there is a team dedicated to navigating obstacles and pushing their common vision toward realization or beyond to even greater heights. At BASIS Independent Fremont, that group is our Operations Team. From tightening the literal nuts and bolts of the school to safeguarding the health of our community, the Operations department is our figurative “man behind the curtain,” creating moments of magic for students and staff every day. We sat down with the Lower School Operations team to pull the curtain back and hear, in their own words, how this magic is made.

At the helm, Associate Head of Operations, Mr. Hinkel-Lipsker, breaks down the range of this diverse and instrumental team.

“The Operations department makes up all the parts of the school that are not primarily academically focused: the Front Office, the Facilities and cleaning crew, the Health Coordinator, technology coordination, after-school care, lunch delivery, and finances. We are also the HR department for the school, tasked with identifying and retaining world-class staff members. As the head of these teams, I like to think I constantly have my finger on the pulse of the school from all angles.”

From our students’ first moments stepping onto campus to their final waves at dismissal, Operations Team members are a constant thread throughout their day. Ms. Allen and Mx. Ansel comprise our Front Office team. 

“When students and parents arrive in the morning, the Front Office is often their first stop at the school. We know waking up early and getting to school is tough sometimes, so we take pride in providing warmth and welcome to our students as they start their days,” Ms. Allen explains.

Mx. Ansel elaborates further, “Students love to stop by the Front Office for all sorts of reasons. Our team is the liaison between students and families while the kids are in school. We like to act as a home base of sorts, where students can gather dropped-off items or grab a fresh mask to wear. They’ll drop in to snag a water bottle if they’ve forgotten theirs at home. Our favorite moments are during quiet times when students drop in just to say hello or share a new joke they heard.”

At the end of the school day, students have many options depending on their academic needs, schedules, and interests.

“It is the job of the Front Office to make sure that students safely arrive at their proper location at the end of each day. This is a meticulous and ever-changing task in which we take great pride. We work hard to make sure that when a family member arrives at school, their student is exactly where they are expected to be.”

Whether our students’ attention is focused on an after-school club, upcoming STEM Festival, or drama performance, our Operations Coordinator, Ms. Michelle is there to ensure staff and students are ready for special projects and events and that their classroom supplies are well-maintained. Any time there is a class party, a new engineering project, or a classroom resource needed, she oversees the logistics to ensure the materials are ready and waiting for our students.

“When teachers request manipulatives or other classroom resources, I order and deliver the materials to the classrooms. When I see the faces of the kids light up when they catch a glimpse at their new project or activity, I get to feel a little bit like Santa Claus every week! The most exciting time is Term Project Week. The school commits a lot of resources into making this week really special and engaging for the kids, and I get to be at the center of it all.”

During the last week of the academic year, Term Projects Week, students exchange their typically structured day for a week-long interdisciplinary project developed entirely by our teaching staff based on student interests.

Just as our spiraling curriculum evolves based on advancement and student interest, so do our campus’ facility demands. Ms. Christy, our Technology Coordinator, ensures students’ and staff members’ technological needs are not just met but surpassed.

“I always look for opportunities to incorporate the newest technological advancements into our classrooms. Living in the heart of Silicon Valley, we have the best access to the newest systems. Our students are very technology-focused, and I love seeing their excitement when they see a piece of new technology. It’s a passion we share!”

“My department oversees the security of students and staff when they interact with the internet and computers, and I take pride in constantly updating and upgrading our systems to ensure the highest level of safety for our students.”

Similarly, Facilities Manager, Mr. Thorpe, tells us, “safety is always the number one priority for all departments, but especially for the Facilities team. When our community was returning to school from quarantine due to COVID-19, there was a lot of work to be done to physically prepare our students for distancing while on campus. Countless hours of planning and execution went into creating partitions, new floor plans for travel between classrooms, and of course, a rigorous daily cleaning protocol which included hydroelectric spraying.”

“All the work involved was 100% worth it because, in the end, we got to see students back in the classroom and enjoying each other’s company once again.”

As Health Coordinator, one of Mr. Nate’s roles is to communicate with the county about all COVID-19 concerns.

“Limiting the spread of COVID-19 in our school and community has been a huge task, and I am proud to get to manage the safety of our students, parents, and staff in this way.”

Mr. Nate explains, “I have a great role in our school where students see me as someone that helps them fix things and will stop to ask for help for issues beyond medical assistance. Being someone that our students can trust is very special, and I want all of our kids to know that the Health Office is a safe space.”

Mr. Hinkel-Lipsker sums it up nicely. “Our community teamed up to fight against COVID-19. We went through so many policy changes, sometimes with very little notice, but our staff, students, and families were all on the same side of “Team Safety.” Through all the hybrid schedules, distance learning, and flexibility, we were able to come back to school in the safest way possible and have grown so much more since then. I am so proud of all of us for making it to this point together as a team.”

To learn more about the Primary Program at BASIS Independent Fremont’s Lower School, click here.

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

2022-2023 Student Accomplishments

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Though many things about fall 2022 were unfamiliar, our students continued to shine through clubs and contests that were held in person and virtually. Here, we highlight our students’ accomplishments from the first part of the 2022-2023 school year. Congratulations, Red-Tailed Hawks!

STEM

Nation’s Top Teens in STEM
Chelsea H. ’24, a Buteo Scholar, was named one of “16 Under 16 in STEM” by The74, a news site covering education, and became one of the nation’s top teens in STEM. 
Click the link to read the news.

STEM Day by Hexagon US Federal 
Alina A. ’26, Grace A. ’26, and TJ Z. ’25 participated in a STEM Day event hosted by Hexagon US Federal in November and competed in a contest to share how they think Hexagon US Federal technology can address the challenges of the future.

Scholarship 

National Merit Scholarship
Seven Seniors- Robert D. ’23, Spencer A. F. ’23, Cavan B. G O ’23, Arthur H. ’23, Aneesh V. ’23, Robert W. ’23, and Raleigh C. W ’23 were named Finalists in the 2023 Competition for National Merit Scholarship awards.  

Volunteer

President’s Volunteer Service Award
A letter from the White House. Fiona X. ’24 received a gold medal and certificate from the President’s Volunteer Service Award Program. The gold medal for young adults (16-21) is the highest award for the program and is eligible only for volunteers with more than 250 hours of service within the last 12 months. 

Math

Mathcounts Team
Twelve selected mathletes from the mathcounts team attended the NOVA chapter competition.  Our school won 2nd place in this super competitive chapter.  

The top 25% of students from the selected mathletes of the chapter are recognized.
Congratulations to:
 
Rebecca C. ’27, 4th place
Ian W. ’27, 5th place
Chloe G. ’27, 18th place
Sophia W. ’27, 23rd place
Anna W. ’27, 24th place
Tang T. ’27, 26th place
Delia A. ’28, 32nd place

American Mathematics Competition (AMC) 10/12 
We have several students that have qualified for the American Invitational Mathematics Exam, (AIME)  after receiving exceptionally high grades on the American Mathematics Competition (AMC) 10/12. These students are listed below. Anna W. ’27 also scored in the top 1% nationwide during the AMC on10/12. We hosted the AIME at BASIS this month.

Students who received a Certificate of Achievement for being an 8th grader scoring above a 90 and Acceptance to the AIME:
–    Chloe G. ’27
–    Anna W. ’27 (Also received Honor Roll for scoring in the top 1% Nationwide)
–    Ian W. ’27
Acceptance of the AIME:
–    Adithya P. ’26
–    Enxiang “Gabe” Z. ’26
–    Chelsea H. ’24


Mathleague 
Congratulations to Owen H. ’30 and Jude B. ’31 participated in the qualifying round of Mathleague, and both have made it to the next level. They will be participating in the State Rounds in May. 

Quiz Bowl

Large group of students wearing black and sitting on a stage

Longfellow Academic Tournament To Endallwars (LATTE)
Our Middle School Quiz Bowl team won 3rd place at the 2023 Longfellow Academic Tournament To Endallwars (LATTE) on Saturday, February 11, 2023. The team had the following students: Delia A. ’28, Colin S. ’28, Mohan P. ’27, Richik P. ’27, Kameron L. ’27, and Brayden B. ’27. 

Science Olympiad

Fairfax Invitational Tournament
Our entire High School Science Olympiad Team proudly represented BIM in the recent (01/07) Fairfax Invitational Tournament which included high schools from MD/DC and all of VA.  It was particularly exciting to go against BASIS DC. This is the inaugural year of BIM having a competitive, full high school team. The top 5 placements were recognized and medaled:

1st place in Scrambler (engineering): Team Caden Z. & Phoenix D. ’25
1st place in Detector Building (engineering): Team Caden Z. & Phoenix D. ’25
4th place in Anatomy Physiology Team: Veer B. & Orien L. ’25
5th place in Chem Lab Team: Fiona X. ’24 & Hera L. ’26

2023 Science Olympiad at Virginia Tech Invitational (Division B)
Our school’s Science Olympiad Division B team ranked number 5 among many strong teams across the country.
We’d like to congratulate the following teams who got recognized in the award ceremony.

In 1st place:
Disease Detective: Grace Y. ’27 and Justin Y. ’27
Fast Facts: Rebecca C. ’27 and Sophia W. ’27

In 2nd place:
Anatomy and Physiology: Rebecca C. ’27 and Grace Y. ’27
Forestry: Sophia W. ’27 and Grace Y. ’27
Road Scholar: Rebecca C. ’27 and Ian W. ’27

In 3rd place:
Crave the Wave: Ian W. ’27 and Ellie Z. ’28
Green Generation: Lillian S. ’27 and Grace Y. ’27

In 4th place:
Solar System: Sophia W. ’27 and Justin Y. ’27

In 5th place:
Meteorology: Zain M. ’28 and Sophia W. ’27

Sports

Fencing

Tahiyah H. ’27 won 7th place in woman’s foil Division 2 and 6th place in Junior women’s foil, 5th place in cadet women’s foil at the American Challenge; Tahiyah H. ’27 was awarded the bronze medal at the Super Youth National Competition of the Rockies for youth 14 women’s foil;  3rd place at the National Super Youth Challenge in Cadet Women’s Foil; 3rd place for Junior Women’s Foil at the Nova Knights Regional Youth Competition; 1st  place in both Junior and Cadet Women’s foil at RYC River City Rumble. She also won 2nd place in the Y14 women’s foil! 

Sahar H. ’31 won 2nd place in the youth 10 women’s foil and 2nd place in the NoVA Knights youth 12, women’s foil, and regional youth competition. 

Two young students in track suits with medals around their necks


Fairfax Challenge Fall RYC/RJCC & Y8 (Non-Regional)
Andrew Y. ’32 participated and won 1st place with the GOLD medal in Mixed Y8 Sabre in a fencing tournament (Fairfax Challenge Fall RYC/RJCC & Y8 (Non-Regional))!

Cobra Challenge SYC/RCC/Y8
Andrew Y. ’32 and Aiden L. ’33 won the silver medal and the bronze medal respectively for men’s Y8 saber at the Cobra Challenge SYC/RCC/Y8.

Apex Regional Fencing Tournament 
Ifechi O. ‘31 won the gold medal at the Apex Regional Fencing Tournament for Youth 10 Women Epee in Apex, North Carolina. 

Teacher in a blue sweatshirt with an award winning student



Karate
King of the Hill 
Aaryasinh V. ‘26 won 1st place 🥇 in King of the Hill, a Karate Tournament in the DMV area.

Adult in a suit presenting karate student with medals

Shooting
Shooting XIII CAT Championships Lima 2022
Suman S. ‘23 was in Lima, Peru competing at the Championship of the Americas (CAT Games) in women’s 10-meter Air Pistol, which is an Olympic event. Suman won first place in both individual and group events and secured a quota position for Team USA for the 2024 Olympics. 

Dance
National Solo Dance Final (U.S. Figure Skating)
Evelyn Z. ‘28 won 1st place in the National Solo Dance Final! (Bronze Solo Pattern Dance) and a silver medal in the Juvenile Solo Combined Dance. 

Art

Scholastic Art Awards 
Chelsea H. ’24 received 3 Honorable Mentions, 1 silver key, and 4 Gold keys.

The titles of Chelsea’s awarded works:

A Silkworm Pseudo-science Drawing & Illustration Mclean Honorable- Mention
Urban Flight Painting Honorable- Mention
Seafloor Mixed Media Honorable- Mention
Asian Express Grand Design-  Silver Key
Fracking And Fractures Drawing & Illustration- Gold Key
Metamorphosis Drawing & Illustration- Gold Key
Brainstorming Roots To Scientific Fruits Mixed Media- Gold Key
Jiaozi Drawing & Illustration-  Gold Key

Piano
The NVMTA Bach Baroque Competition and Festival
Fiona X. ‘24 participated in the Northern Virginia Music Teachers Association (NVMTA) annual Bach-Baroque festival at Columbia Baptist Church, Falls Church VA, and got selected for the second round audition for her piano performance.  

All second round performers, whether or not they are chosen to play in the Honors Recital, will be recognized at the Honors Recital. A select number of students from the second round will be chosen to perform in the Honors Recital on Saturday, February 25 at 2:00 pm at Columbia Baptist Church.

The NVMTA Bach Baroque Competition and Festival is an annual event that celebrates the music of Johann Sebastian Bach as well as many other Baroque composers. Only exceptional performers are selected to 2nd round out of dozens of seasoned performers.

Foreign Language

State Latin Convention
Grade 7 Latin students won the State Latin Convention.

Chinese National CLASS Essay Contest 
Back in September and October, our grades 8-12 Mandarin students wrote essays to participate in a national-level Chinese Essay Contest: the 19th National CLASS (Chinese Language Association of Secondary-Elementary Schools) Essay Contest, an opportunity brought to them by the high school Mandarin teacher, Ms. Li. Although everyone in the High School Mandarin program submitted an essay, our school could only submit 10 students’ essays. These 10 students were identified as the top 10 at the school level after a thorough evaluation. Students were tasked to craft an original, 2-page essay in Chinese in response to their respective prompts. They worked tirelessly on their essays to compete against other K-12 students around the USA in three categories: Regular, Immersion, or Heritage. Essays were evaluated by a committee of judges. The committee recognized our students’ essays were exceptionally strong!

This month, we were notified that several of our students have won awards! Awards include Gold, Silver, and Honorable Mention.
Gold Award:
Kingston Z. ‘27
Yilin Z. ‘27
Joel C. ’26
Sophia J. ‘26
Angela J. ‘26
Michelle Y. ‘26
Silver Award:
Jessica D. ‘25
Fiona X. ‘24

2022 National Chinese EXPO of Student Works  
In December, our Grade 11 Mandarin students participated in the 2022 National Chinese EXPO of Student Works with their video submission of the shadow show: “Nian’s Story.” The 11th-grade students worked extremely hard on this project. They started this project last school year and worked on it this year for the 2023 Lunar New Year Celebration. Students created and drew their own puppets, and backgrounds, and even wrote an original script telling the story of Nian and Xi. It is an important story of why red is such an important color in Chinese culture. This past January, “Nian’s story” won an award for their entry in the 2022 National Chinese EXPO of student Works (NCESW).
 
Congratulations to:
Haasini A. ‘24
Devin P. ‘24
Justin L. ‘24
Logan S. ‘24
Fiona X. ‘24

Debate Club

Debate Regular-Season Tournament

The team of Rebecca C. ’27 and Chloe G. ’27 went undefeated and took first place in the novice divisions. The teams of freshman Sophia J. ’26, Angela J. ’26, Ben R. ’26, and junior Paulina H. 24 went undefeated in the junior varsity division and took 3rd and 4th places.

The team of Xinyu Y.  ’27 and Grace Y. ’27 went undefeated and took 2nd place out of 66 entries in the Novice division, and the team of Ben R. ’26 and Paulina H. ’24 went 3-1 and took 6th place in the Varsity division in their second tournament of the season.

Our debate team participated in its final regular-season tournament of the year. The team of Juniors Shaun J. ’24 and Chelsea H. ’24  went 4-0 and earned first place in the varsity division.

Well done, Red-Tailed Hawks!