Peru, a megadiverse country, is home to a wide range of habitats, breathtaking natural landscapes, and a rich cultural and historical heritage. This June, as warm winds swept across the stone walls of Machu Picchu, our Red-Tailed Hawks set off from BASIS Independent McLean for a journey they’ll never forget.
Led by Biology teacher Dr. Isquith and French teacher Madame Seye, the group embarked on an eye-opening adventure through Peru’s most iconic sites. Here, Dr. Isquith reflects on the experience:
“Our trip to Peru was an unforgettable adventure filled with rich history and breathtaking landscapes.”
Day 1-2: Lima >> Cusco
Government Palace, City Hall, Cathedral of Lima, Miraflores, San Isidro, San Francisco Convent, and the Huaca Huallamarca archaeological site.
“In downtown Lima, we explored the magnificent main cathedral and the San Franciscan Monastery, including its intriguing catacombs—fully immersing ourselves in the city’s vibrant culture.”
Red-Tailed Hawks at Plaza Mayor, with the Cathedral of Lima on the left.
Day 3-4: Cusco >> Sacred Valley
Tambo Mach’ay, Qenko, Puca Pucara, Sacsayhuaman Fortress, Ollantaytambo Fortress, Pisac Indian Market, Wildlife Sanctuary, Ollantaytambo Fortress, Pisac Indian Market, and Wildlife Sanctuary.
“We then traveled to Cusco, where we marveled at two remarkable archaeological sites that highlighted the extraordinary achievements of the Inca civilization.”
Sacsayhuamán Fortress Standing before the monumental walls of Sacsayhuamán, students marvel at the precision of Inca stonework—some boulders weighing over 100 tons.
Students climb through massive stone terraces of the Ollantaytambo Ruins, once used for agriculture and defense.Students explore the Q’enqo Temple Site, known for its carved rock altars and hidden chambers.
What could feel more magical than meeting friendly alpacas during a sunny afternoon?Students immerse themselves in local culture during a lively festival night in Pisac, posing with traditional masked dancers.
Day 5-6: Machu Picchu
“The highlight of our journey was visiting the stunning Machu Picchu, where towering mountains surrounded this awe-inspiring site built by the Incas.”
With the breathtaking view of Machu Picchu behind them, students take in the majesty of one of the New Seven Wonders of the World.
Overseeing the majestic Andes!
On the train to Machu Picchu, excitement shines through every smile and shared moment…
Day 7-8: Lake Titicaca, Uros Islands & Taquile Island
“We concluded our trip at Lake Titicaca—the highest navigable lake in the world—where we engaged with the warm and welcoming people of the Uros Islands. We learned about their unique customs and connected with local children. It was truly a fantastic trip!”
Red-Tailed Hawks wearing the typical clothes of the Aymara indigenous people. Posing with the locals!Inside an indigenous home, every detail reflects these people’s traditional culture and way of life.
Indeed, it was a fantastic trip. These Project Week trips expanded our students’ learning to a global scale, encouraging them to become curious, collaborative learners and team players. They reflected on classroom knowledge while absorbing new insights in real-world settings.
At over 14,000 feet above sea level, students pause for a group photo at La Raya Pass, surrounded by snow-capped Andes. This scenic spot marks the high point between Cusco and Puno.
Project Week is a BASIS Independent Schools tradition in which students work with dedicated faculty on multidisciplinary projects or international trips during the final week of the academic year. Through these diverse experiences, students broaden their interests, embrace new challenges, and gain invaluable skills through cooperation, exploration, and hands-on learning.
Stay tuned for more reports on the international trips!
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. This Term Project Trip was to the Galapagos Islands, an archipelago of volcanic islands located west of South America.
Day 1: Students and their chaperones departed from SFO to Quito, Ecuador. Upon arrival at the airport in Quito, students were met by their course leader and headed to their hotel. Once at the hotel, they were formally welcomed by their course leader and given an overview of the key concepts they would learn and the sites they would visit throughout the program.
Day 2: The group traveled from Quito to Santa Cruz Island, the second largest in the Galapagos archipelago. Their adventure began with an exploration into the misty highlands, where they encountered a diverse array of ecological communities.
During their highland expedition, they paused at a ranch and witnessed giant tortoises in their natural habitat. Later in the day, they explored lava tunnels, where they learned about volcanic landforms and tectonic plate dynamics. Their day culminated with a visit to the Darwin Research Center, where they deepened their understanding of the islands’ climate, geography, and ecology.
Day 3: Students explored Isabela Island, focusing on its estuaries and endemic mangroves in the Wetlands. Their first stop was Playa de Amor, where they observed flamingos and gained insights into Darwin’s finches. Following this, they visited the Giant Tortoise Breeding Center, dedicated to safeguarding the species throughout its life cycle. There, they conducted species differentiation studies and engaged in ecological relationship activities with their host.
The day concluded with a memorable snorkeling experience at Concha Perla, an underwater haven teeming with fish, sea lions, and the Galapagos penguin, providing an ideal snorkeling opportunity.
Day 4: The students went on an immersive excursion to explore the Sierra Negra Volcano area. They hiked along the six-mile crater rim, where they closely viewed lava fields and fumaroles. As they explored the area, their guide educated them on the distinctive ecological terrain and how to identify various types of volcanic rock.
Following their exploration, the group headed to Las Tintoreras where they enjoyed some time in the water and snorkeled. To end the day, some students engaged in a friendly game of basketball with local residents.
Day 5: Students explored Isabela Island, where they came face to face with some of the Galapagos’ most intriguing residents, such as marine iguanas, Galapagos penguins, lightfoot crabs, green sea turtles, and resting whitetip reef sharks. After exploring Isabela Island and its wildlife, they returned to back to Balta on Santa Cruz Island by boat.
Day 6: The students flew back to Quito from Santa Cruz Island and made a memorable stop at the Mitad del Mundo, which translates to “The Middle of the World.” Here, they stood precisely on the equator at zero degrees latitude, engaging in interactive exhibits that illuminated the distinctive scientific aspects of this unique location. After visiting the Mitad del Mundo, the group headed by bus to the neighboring city of Otavalo, Ecuador.
Day 7: On their last full day, the group had a busy day in Otavalo, Ecuador. They explored a lively open market in the morning and then visited Cuicocha Volcanic Lake and Peguche Waterfall. Lunch was at a unique Pachamanca ceremony, where they helped cook food underground. They squeezed in a game of soccer before dinner and then headed to the airport for their flight back to SFO.
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.
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. 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
