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Join BASIS Independent Bothell’s Virtual Student & Alumni Panel on Dec 6!

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Hear Real Stories and Explore Our College-Prep Program.

Looking for insight into what makes BASIS Independent Bothell on of the best private schools in Bothell, WA? Join us for an exclusive Virtual Student & Alumni Panel on Saturday, December 6, from 9:00 – 10:00 AM PST.

This event is your chance to hear firsthand experiences from both current students and graduates who have gone on to thrive in college and beyond. Learn how our advanced academic program and supportive community prepare students for success.

Why Attend?

  • Current Student Perspectives: Discover what daily life is like at BASIS Independent Bothell.
  • Alumni Insights: Hear how our graduates transitioned to top universities and careers.
  • Understand Our Edge: Discover why families choose BASIS Independent Schools for college preparation and global readiness.

Event Details:

Date: Saturday, December 6

Time: 9:00 – 10:00 AM PST

Location: Virtual (link provided upon registration)

Reserve your spot today!

Register Here.

BASIS Curriculum Schools Exchange Program Brings Bangkok to the Bay Area: Part 2

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Beyond Borders: Reflections on Our Inaugural Exchange Program 

On Thursday, October 30, we said goodbye to five high school students from BASIS International School Bangkok who had become such an integral part of the BASIS Independent Fremont community that it was hard to remember a time when they weren’t. Prann, Tiantian, Jiban, Panpan, and Titi returned to Bangkok carrying with them nearly three weeks of memories, friendships, and experiences that transformed them—and the Fremont community. 

What began as a vision to connect BASIS Independent Fremont with BASIS International School Bangkok became a testament to the power of education to build bridges and create lasting bonds that transcend geography. 

You can hear directly from our exchange students as they reflect on their journey: 

The Power of Shared Academic Excellence 

From their first day on campus, our Bangkok visitors didn’t simply observe—they participated, contributing perspectives and approaches that enriched our classrooms in unexpected ways. The exchange highlighted the strength of the BASIS Curriculum in uniting schools around the world, where students from Bangkok and Fremont could discuss the same challenging concepts and appreciate a shared commitment to excellence.  

“The pacing of the teaching is similar [between BASIS International School Bangkok and BASIS Independent Fremont] in the way that we are studying the same topics, but the teaching styles differ among the teachers. Each teacher has their own style of teaching, and I think they all work for me.” – Tiantian 

Our Subject Expert Teachers noted how the visiting students’ different perspectives sparked deeper discussions and challenged assumptions, benefiting all students in the classroom. The universal language of learning created spaces where collaboration and growth happened naturally. 

“It was wonderful to host three Thai students in my Honors Chemistry classes. They were highly engaged in the material, well-mannered, kind, and very respectful. They quickly made friends and left a positive impact on my students. In fact, I wish they could have stayed a bit longer. They won the Mole Day celebration drawing contest in my class as a team, and I was so happy to see all my students were genuinely clapping and cheering for them. Aside from learning the wonders of the Periodic Table with me, they also participated in our class parties, danced with others, and truly became part of the community. It was a pleasure having them in my classes. I miss them!” – Dr. Araci, Subject Expert Chemistry Teacher  

Cultural Exchange: Beyond Tourism to True Understanding 

The most beautiful aspect of the exchange was how naturally cultural sharing unfolded in everyday moments: sharing favorite foods, explaining social customs, and discovering the small differences in daily life that make each culture unique. Students moved beyond surface-level exchanges to genuine understanding by living in American homes and experiencing the rhythms of daily life in the Bay Area—while our Fremont students learned about Thailand through authentic conversations with peers who became friends. 

“Since we came during the time of the cultural festival Diwali, I feel like I got to experience many new types of gatherings. We gathered together in our neighborhood, and they shared their beliefs and culture.” – Prann 

“I realized there are a lot of different expectations that families have, culture by culture. One way I saw this was when Tiantian talked about how it was normal for her, as one of the oldest cousins, to be in a guiding role. Whereas here, even as an older sibling, you don’t worry too much about taking care of your younger siblings–at least with my family.  

There were a lot of little differences like that, but it also showed me that there’s always a common ground and a similarity that we can find, because even though our cultures and the way we grew up are very different, Tiantian and I found a lot of similarities to bond over—like our favorite rom-coms, our music taste. Literally, the way we posed in photos was also very similar. You can always find the similarities and common ground to connect with someone.” – Neha, Grade 12, BASIS Independent Fremont 

Community Connections: The Heart of the Exchange 

At the heart of this exchange were the host families who opened their homes and their lives to students from halfway around the world. What emerged went far beyond hospitality—these families created spaces of genuine belonging through homework sessions at kitchen tables, weekend adventures, and late-night conversations about life in different corners of the world. 

“It was a great experience hosting our exchange student in our home. We gained so much cultural exposure to life in Bangkok and to how similar Thai culture is to our own Indian culture. Now my son is more confident to travel to new places and learn more about new cultures. We learned so much, and it was great for my son to have a host brother and to connect with him through fun activities. We spent lots of time as a family, having dinners together and going on weekend outings with the other host families. We really enjoyed every moment.” – Shital Chatwani, Host Family  

The host student-visitor pairings created especially strong bonds, with each pairing finding its own rhythm and discovering shared interests that will likely extend far beyond this exchange. 

“It was super fun having him over. It kind of felt like having a brother, because I’ve never had one before. We’d go outside—we have a basketball hoop outside—it’d be late at night, we’d just shoot, have some fun, play horse. He bought me a Pokémon pack, and we opened it together. We pulled some pretty terrible cards, but he let me keep them to remember him. So that’s probably the biggest thing for me—those little moments —just spending that quality one-on-one time with him.” – Niyam, Grade 10, BASIS Independent Fremont 

“Hosting Tiantian felt like adding a new family member overnight. One of my favorite memories was our dinner conversations–discussing our days, talking about the new friends Tiantian was making, about her family, and her dogs. There were funny cultural moments, new foods in the kitchen, and a lot of ‘Ohhh, THAT’S what you meant!’ conversations. We got to learn about each other’s cultures, and even pick up bits of each other’s languages- sometimes successfully, sometimes hilariously wrong!  

It was so much fun seeing Tiantian and Neha’s reactions, sharing laughs, and explaining cultural references to each other. Our cultural values, family traditions, and daily routines sometimes contrast, but above all, we share the same human side, laughter, curiosity, kindness, and the desire to connect. It was amazing to see how those similarities bridge the differences and create a real bond between us. Moments like that really made the experience special and unexpected in the best way! – Babita Nagpal, Host Family 

Student Perspectives: Growth and Transformation 

Over these three weeks, young students from opposite sides of the world discovered profound connections. For our Bangkok visitors, the experience built confidence in navigating unfamiliar environments and provided concrete proof that they could thrive anywhere. For our Fremont students, hosting challenged them to see their own lives through new eyes, developing greater empathy and communication skills. 

“The exchange program taught me not to be afraid to open up. We’re still people, and if I see someone about the same age as me who takes the same classes as me, I should take the opportunity to speak to them to understand who they are. Maybe we will find out that we have many similarities despite being so different.” – Jiban    

“I honestly wasn’t a big fan of the idea of hosting an exchange student at first. But after, I feel more mature and more open to ideas. I think it opened my perspective on people and new ideas.” – Ayaan, Grade 9, BASIS Independent Fremont  

Both groups developed cultural competency that can’t be taught from textbooks—it must be lived. 

Looking Forward: Lessons and Vision 

This inaugural exchange taught us invaluable lessons: careful matching of host students and visitors creates strong foundations, balancing structured activities with unstructured time allows relationships to develop naturally, and community commitment transforms a school program into something far more meaningful. 

“This first exchange exceeded all of our expectations. The students from both schools experienced a true cultural exchange and made memories that will last a lifetime. We are already planning for next year’s exchange program, where we look forward to students from across BASIS Independent Schools visiting Bangkok and also welcoming more Thai students to experience school life in the USA.  This truly is an international educational experience.” Toby Walker, Vice President of BASIS Independent Schools 

The connections built during this inaugural exchange have laid the groundwork for ongoing partnerships that could evolve in wonderful ways. 

Final Reflections  

On that Thursday morning at the San Francisco International Airport, we watched five students prepare to board their flight back to Bangkok—young people transformed by their experience. They arrived as visitors; they left as family. 

The BASIS Curriculum Schools Exchange Program isn’t just about crossing borders—it’s about erasing them. This exchange reminded us that education’s highest purpose is developing citizens of the world who can navigate complexity with empathy and build bridges with intention. 

To everyone who made this exchange possible—host families, Subject Expert Teachers, staff, and especially our students who opened their hearts to this experience: thank you. You’ve launched a program that will shape students’ lives for years to come. 

And to Prann, Tiantian, Jiban, Panpan, and Titi: until we meet again. You’ll always have a home at BASIS Independent Fremont. 

This is the second in a two-part series about our inaugural BASIS Curriculum Schools Exchange Program. Read Part 1 for a complete overview of the activities and experiences that filled these three unforgettable weeks. 

Nurturing Hearts and Minds: How Social-Emotional Learning Shapes Students at BASIS Independent Bellevue

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At BASIS Independent Bellevue, we believe that academic excellence and emotional intelligence go hand in hand. While our students are challenged daily to think critically, solve complex problems, and explore advanced subjects, we also recognize that success is more than a grade report. That is why social-emotional learning (SEL) is an essential part of our educational philosophy.

Through school-wide initiatives, campus events, and counseling resources, we intentionally cultivate a school culture that helps students develop skills that prepare them to become effective and compassionate future leaders.

What Is Social-Emotional Learning (SEL)?

Social-emotional learning is the process through which people acquire and apply the knowledge, skills, and attitudes to:

  • Understand and manage emotions
  • Set and achieve positive goals
  • Feel and show empathy for others
  • Establish and maintain positive relationships
  • Make responsible decisions

These competencies—outlined by organizations like CASEL (Collaborative for Academic, Social, and Emotional Learning)—form the foundation for emotional well-being and effective learning. SEL is not an “extra” in education; it’s the connective tissue that helps students thrive holistically.

Why SEL Matters

Today’s students navigate a world that is fast-paced and constantly evolving. While preparing students to rise to these challenges with their academics is vital, it can only be possible with the skills acquired during social-emotional learning. In fact, research consistently shows that SEL leads to improved academic outcomes, stronger relationships, and better long-term well-being (CASEL, 2023).

At BASIS Independent Bellevue, we see SEL as a way to help students:

  • Build Confidence: By learning self-management and goal-setting, students gain the courage to take on challenges and learn from setbacks.
  • Foster Empathy: Understanding perspectives different from their own creates more inclusive and caring classrooms.
  • Strengthen Resilience: When students learn how to navigate emotions, they are better equipped to handle stress, transitions, and the natural ups and downs in childhood.

School-Wide Initiatives: PurposeFull People and CharacterStrong

To make SEL meaningful and scaffolded across grade levels, BASIS Independent Bellevue implements two research-based programs: PurposeFull People and CharacterStrong.

PurposeFull People, designed for younger learners, introduces foundational social and emotional skills in age-appropriate, engaging ways. Lessons and classroom activities help students explore monthly themes like responsibility, respect, cooperation, and gratitude. Students learn to name their emotions, communicate effectively, and practice empathy—all skills that create a strong foundation for holistic success. This program is delivered daily during a dedicated social-emotional learning time by our Learning Expert Teachers.

For our middle and high school students, CharacterStrong focuses on developing character and leadership through intentional practice. Weekly lessons are delivered by our Academic Enrichment teachers during a dedicated time called Mountaineer Monday. These lessons emphasize skills vital to being a Mountaineer at BASIS Independent Bellevue, such as kindness, patience, honesty, and perseverance. While our campus is united each month on the focused theme across all grade-spans, our older students take this learning to a deeper level. Rather than treating character as a one-time topic, CharacterStrong integrates these values into the rhythm of life as a young person. Setting goals for the future, discovering passions, and building resilience are central to the learning process.

Together, these programs ensure that every student, from our youngest learners to our middle schoolers, is guided through a consistent SEL framework that grows with them.

SEL in Action at BASIS Independent Bellevue

While we value setting aside intentional time to learn these skills, we recognize that SEL is not confined to a single class period—it is integrated into the daily life of our school. Our educators intentionally model the skills that we want students to develop. You will also see SEL at work when students collaborate on group projects, lead class discussions, or persevere through challenging assignments.

Beyond that, community-building events further help students connect their learning to a larger purpose—understanding how their actions affect others and how they can contribute positively to their community. The Food Drive benefitting our local Renewal Food Bank is an example of how students can put our theme of Gratitude into action during the month of November. Throughout the school year, the Student Affairs team promotes social-emotional learning through exciting and engaging campus events, such as Unity Week and Kindness Week. They also positively reinforce our school’s core values of Perseverance, Active, Community, and Empathy (P.A.C.E.) through weekly announcements and student recognition.

School Counseling Resources

Many students gain the necessary and lifelong social-emotional skills through our campus-wide learning opportunities. However, not every student is the same, which is why we recognize the importance of meeting each student where they are at. Through school counseling services, students who would benefit from additional support can feel empowered to overcome obstacles in their educational journey.

An engaging and collaborative support resource we offer for students is small group counseling. During weekly meetings, students build important skills together while increasing feelings of belonging and community. For more individualized support, students can participate in school counseling meetings aimed at helping them have more effective education and relationships within the school community. Possible counseling topics are coping with changes, transition, self-esteem, friendship and relationship issues, study skills, stress management, fears or worries, conflict resolution, social skills, adjustment to school, and more. It is common for young people to face a number of these challenges, and we are committed to helping them through difficult times.

Family Partnership

When students learn how to manage their emotions, show empathy, and act with integrity, they become not only better learners but also better friends, teammates, and leaders. These are the attributes that will serve them well both in and out of school settings. This is why partnerships with parents and caregivers is vital to the work we do at BASIS Independent Bellevue.

We prioritize sending home newsletters and conversation topics for families based upon the focused theme of the month. By following along, parents can have well-informed discussions with their student as we work together to nurture these essential skills. Parents can also tune into quarterly webinars to learn more about relevant topics related to social, emotional, and mental health.

A Foundation for Lifelong Success

At BASIS Independent Bellevue, our mission extends beyond preparing students for academic achievement—it is about nurturing thoughtful, compassionate individuals who are ready to make a positive impact in the world.

By empowering students to understand themselves and others, we give them the tools to build meaningful lives rooted in purpose and connection.

References:

Making the case for SEL. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023, June 1). https://casel.org/fundamentals-of-sel/how-can-you-make-the-case-for-sel/

BASIS Curriculum Schools Exchange Program Brings Bangkok to the Bay Area: Part 1

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This fall, BASIS Independent Fremont embarked on an extraordinary journey—one that brought five students from BASIS International School Bangkok to the Fremont campus and community for nearly three weeks. From October 12 to 30, Prann, Tiantian, Jiban, Panpan, and Titi became part of the BASIS Independent Fremont community, bringing with them the vibrant spirit of Thailand and a shared commitment to academic excellence that defines the BASIS Curriculum worldwide. 

As we reflect on our inaugural BASIS Curriculum Schools Exchange Program, we want to share the story of how this transformative experience unfolded—the vision that inspired it, the students who made it possible, and the rich tapestry of experiences that filled nearly three unforgettable weeks. 

A Vision Beyond Borders 

The BASIS Curriculum Schools Exchange Program represents more than just an educational partnership—it’s a commitment to preparing our students for an interconnected world. The program aims to empower students to think beyond borders by combining a rigorous, internationally benchmarked curriculum with meaningful cultural engagement and dynamic, joyful classrooms. Through immersive experiences, students explore the world and return with broader perspectives, all rooted in our culture of excellence and respect. 

“This exchange program represents our commitment to developing global citizens who can navigate and contribute to an increasingly interconnected world. By bringing together students from BASIS Curriculum Schools across continents, we’re creating opportunities for authentic cultural exchange and lasting friendships that extend far beyond the classroom,” shared Mariam Abodouma, Head of School at BASIS Independent Fremont. 

Dr. W, Head of School at BASIS International School Bangkok, echoed this sentiment: “We’re thrilled to partner with BASIS Independent Fremont on this inaugural exchange. Our students eagerly anticipated this opportunity to experience American education firsthand while sharing their own perspectives and culture.” 

Before we share the details of this remarkable journey, hear directly from our Bangkok visitors about their experience at BASIS Independent Fremont: 

Meeting Our Visitors 

Our five visiting students arrived on Sunday, October 12, ready for an adventure that would span nearly three weeks. Each was thoughtfully matched with a BASIS Independent Fremont host student to create meaningful connections and ensure our Bangkok visitors would have guides who could help them navigate both the academic rigors of BASIS Independent Schools and the cultural nuances of life in the Bay Area. 

A Comprehensive Experience 

The exchange program was designed to offer immersive experiences across multiple dimensions. Over the course of their stay, our Bangkok students would shadow classes across grade levels and subjects, participate in hands-on science labs, and join in campus traditions such as Diwali celebrations and Homecoming festivities. Beyond the classroom, they would explore premier academic institutions, including UC Berkeley and Stanford University, and experience iconic Bay Area destinations from San Francisco to Santa Cruz. But most importantly, they would build genuine friendships with their host families and classmates—connections that would prove to be the heart of the entire experience. 

Week One: Building Connections 

The first days of the exchange set the tone for what would become an unforgettable experience. After arriving on Sunday, our visitors and their host families gathered for breakfast—a warm welcome to California. The day continued with a visit to Meta headquarters, offering a glimpse into the innovation that defines Silicon Valley.

Monday brought an excursion to Berkeley, where students toured the prestigious UC Berkeley campus, sat in on a college class, and explored Telegraph Avenue’s eclectic shops and bookstores. For many of our visitors, this was their first glimpse of American university life—an experience that opened conversations about international educational pathways and future possibilities. 

The week continued with a Tuesday evening potluck that brought all the host families together, Wednesday’s cooking class at Cucina Bambini where students learned to make macarons alongside new friends from BASIS Independent Silicon Valley, and quintessential California experiences such as rock climbing and apple picking. 

Thursday, October 16, marked the first day our Bangkok visitors joined classes on the BASIS Independent Fremont campus. The timing couldn’t have been better—Friday brought the school’s Diwali celebration, a perfect opportunity for cultural exchange as our visitors participated in the festival of lights alongside the Fremont community. The joy and energy created an immediate sense of belonging. 

“It was really lucky that I got to be here on the Diwali celebration… I think I got to learn a lot about Indian American culture and how light is their symbol of hope.” – Tiantian 

That first weekend showed how host families had fully embraced their roles. Saturday’s San Francisco adventure included a bike tour, ferry ride, exploration of the Presidio, and treats at Ghirardelli Square. Sunday brought the thrills of the Santa Cruz Beach Boardwalk, followed by an evening of making rangoli and continuing Diwali celebrations with host families. 

These experiences reinforced what was already becoming clear: this exchange was about more than scheduled activities. It was about the moments in between—the car ride conversations, the shared laughter, the growing comfort that comes from spending time together. 

By the end of that first week, our Bangkok visitors were no longer guests—they were part of the BASIS Independent Schools community. They knew their way around the Fremont campus, had inside jokes with their host siblings, and were forming friendships that extended beyond their matched pairs. 

“My host family was very nice. They welcomed me very warmly and tried some Thai traditions to make me feel welcome. And they also tried making Thai food for me, which was very nice.” – Panpan 

 “I loved my host family so much. If there was a lottery, I won the lottery…I feel like it’s a very tight family. Everyone shares everything together. My host mother is always asking me how my day has been and every single detail about my day, which is normally what I do with my mom back at home…I felt very included. They all tried to make me feel included.” – Tiantian 

Week Two: Deepening Engagement 

As the second week began, our Bangkok students were fully integrated into campus life. Monday, October 20, brought a guided inquiry lab with Subject Expert Physics Teacher Dr. Dixit, where students discovered Hooke’s law through hands-on experimentation. The universal language of science created a natural space for collaboration and learning across cultures. 

Tuesday found students on the soccer field, where the competitive spirit and teamwork transcended any language barriers. Wednesday offered another opportunity to participate in Diwali rituals, deepening their understanding of this meaningful celebration. 

Thursday’s field trip to Stanford University opened new horizons, allowing students to explore another prestigious Bay Area institution and envision their own educational futures. That same day, students enthusiastically joined the Mole Day celebrations on campus, competing to create the best artistic representation of this chemistry holiday. 

The highlight of Week Two was undoubtedly Homecoming. Friday’s pep rally brought all the energy and school spirit that defines this American tradition. That evening, our Bangkok visitors experienced their first Homecoming dance—a milestone moment that perfectly captured the cultural exchange at the heart of this program. After the dance, students gathered at a host home to enjoy s’mores and pizza together, the kind of simple, joyful moment that creates lasting memories. 

The weekend continued with Saturday’s visit to the stunning BAPS Shri Swaminarayan Mandir in San Jose, where students marveled at the intricate architecture and learned about Hindu traditions. Sunday brought a tour of Apple Park and local shopping, followed by a farewell potluck with host families—a bittersweet acknowledgment that the exchange was entering its final days. 

The Final Week: Cherishing Every Moment 

The last few days together took on special significance. Students participated in an eyeball dissection lab, and classes held their own farewell celebrations, complete with impromptu dance parties that captured the joy and connection these students had built together. Wednesday evening brought goodbye family dinners, where host families and visitors reflected on the journey they’d shared. 

Thursday morning arrived too quickly. At the airport, farewells mixed with promises to stay connected. These weren’t just polite goodbyes—they were the genuine emotion of people who had become family. 

More Than an Exchange 

Throughout it all, students were discovering that despite coming from opposite sides of the world, they shared far more than divided them—the challenge of their coursework, the excitement of Homecoming season, dreams for the future, and the universal language of teenage humor. 

This exchange proved what we believed from the start: that bringing students together across borders creates transformative experiences that extend far beyond academics. The relationships that formed, the lessons learned, and the impact on both our visiting and host students will resonate for years to come. 

In our next post, we’ll share deeper reflections on what this exchange meant for everyone involved—the personal growth, cultural insights, and vision for the future of the BASIS Curriculum Schools Exchange Program. 

This is the first in a two-part series about our inaugural BASIS Curriculum Schools Exchange Program. Click here to view Part 2.

Mountaineer Athletics Fall 2025 Recap: A Season of Growth and Grit 

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This fall was one to remember for the BASIS Independent Bellevue Mountaineers. From the volleyball court to the soccer field to our very first swim season, our student-athletes brought energy, teamwork, and heart to every practice and competition. Under the leadership of our passionate coaches, the Mountaineers continue to climb higher, building a foundation of excellence that will carry into our expanding high school program. 

Girls Volleyball

The Mountaineer volleyball program, led by Coach Fischer, embodied the heart of what it means to be a developing athletic program. A program built on growth, teamwork, and skill development over wins and losses. The team finished the season 3–8, but the record was never the measure of success. Coach Fischer emphasized progress, communication, and confidence, and her players responded with remarkable unity and improvement across every level of play. 

Both the D1 and D2 teams grew steadily throughout the season, building chemistry and trust with every match. Their commitment to learning and supporting one another defined the fall and set a foundation that will strengthen the program for years to come. 

One of the most memorable moments came during the Blackout Game, which brought the entire BASIS community together for a night of excitement and pride. Monty the Mountaineer made a special appearance as students, families, and staff filled the gym to cheer on their team. A halftime serving challenge and school raffle added to the fun, creating a celebration that perfectly captured how athletics unites our campus. 

At the October 27 Jamboree, the D1 team showcased their development, earning two hard-fought wins over Eastside Christian. The team’s serving game was anchored by Vivian L., whose accuracy and consistency made her a standout all season, while Yvonne Q. provided steady leadership and inspired her teammates through her composure and hustle. 

The D2 team finished their season with an impressive 4–0 record at the October 28 Jamboree, claiming the championship title. Their teamwork, communication, and consistent serving, led by Carry and Melody, were key to their success and a reflection of the program’s overall progress. 

Coach Fischer shared that her focus this season was on sportsmanship, team bonding, and foundational skill-building, emphasizing that improvement, not the scoreboard, was the true goal. The Mountaineer volleyball teams have set the standard for a culture of growth, effort, and excellence that will continue to elevate the program for years to come. 

Co-Ed Soccer 

The Mountaineer soccer season was a story of endurance, growth, and heart from start to finish. It began with the very first team meeting, when Coach Thies and Coach Abele set the tone for the year. They told the players that they may or may not be the most talented team, but they would be the most conditioned. That message became the team’s identity, a commitment to effort, perseverance, and pride in representing their school. 

Together, Coach Abele and Coach Thies led the Mountaineers through a season defined by determination and growth. Every match tested their endurance, as the team often only had 11 players, yet the players grew stronger with each challenge. Through long minutes and relentless competition, they learned to communicate under pressure, support one another, and play with courage. 

Arosh S. and Aiden S. powered the offense with standout performances that became defining moments of the season. Their chemistry and creativity fueled the attack, highlighted by a thrilling game where Arosh scored five goals. Meanwhile, Mingming G. stepped into a brand-new role as goalkeeper, showing remarkable adaptability and composure. His courage and consistency anchored the defense and reflected the leadership and selflessness that define Mountaineer athletics. 

As the season progressed, the team’s transformation was undeniable. Reflecting on the journey, Coach Abele shared, “It was really cool to see them come together as one. It was night and day from the beginning of the season.” She added, “They were really a team out there. The growth has been incredible to see.”

The Mountaineers closed their season on November 4 against KSDA, finishing 3–5 overall, a record that only hints at how far they came. From that first meeting to the final whistle, this team’s story was one of perseverance, unity, and belief in one another, a season as inspiring as it was competitive. 

Swim Team 

This fall marked the beginning of a new chapter for Mountaineer Athletics with the launch of the first-ever BASIS Independent Bellevue Swim Team, led by Coach EE. What started as an early morning experiment has quickly become one of the most exciting and promising programs on campus. 

The swimmers trained with discipline and focus, meeting for early morning practices on Tuesdays and Thursdays from 6:45–7:45 a.m. and dry-land workouts on Wednesdays after school. The commitment required to show up and train before sunrise showed their dedication and desire to improve every day. 

While this inaugural season was focused on training rather than competition, the team made great strides in technique, endurance, and overall confidence in the water. Each practice built momentum, as swimmers refined their strokes, learned race fundamentals, and supported one another through challenging sets. The sense of teamwork and encouragement within the group set the tone for the future of the program. 

Coach EE has been intentional about building a strong foundation for the seasons ahead, focusing on consistency, technical growth, and team culture. The swimmers have embraced that vision, laying the groundwork for a program that will continue to grow and thrive as BASIS Independent Bellevue expands into high school competition. 

The Mountaineer Swim Team is off to an incredible start, and the waves they have made this fall are only the beginning. 

Looking Ahead 

This fall was a season defined by growth, grit, community, and pride. Our athletes and coaches have built something special, an athletic culture rooted in sportsmanship, camaraderie, and excellence. From thrilling rallies to record-setting goals to 6:00 a.m. workouts, every moment reflected the heart of what it means to be a Mountaineer. 

As our program continues its journey of growth in the winter season, the Mountaineers are ready, stronger, prouder, and united in spirit. 

Go Mountaineers! Onward and upward! 
“We never lose, We either win or we grow.”

A Day in the Life: Grade 7

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Meet Aarohi!

Aarohi A. is a Grade 7 student at BASIS Independent Silicon Valley who approaches each day with curiosity, creativity, and a love of learning. She enjoys exploring new ideas, connecting with friends, and challenging herself academically. We had the chance to shadow Aarohi and see what a typical school day looks like, from her first class to the last.

All BASIS Independent Schools utilize the BASIS Curriculum, an internationally benchmarked program designed to challenge students while equipping them with the skills, knowledge, and support they need to excel academically, think critically, and succeed in high school, college, and beyond. Continuously refined by curriculum experts, it ensures students like Aarohi are supported in every subject and fully prepared for the academic challenges ahead.

Period 1 | 8:25 AM – 9:10 AM | French I A

Aarohi starts her day in French class, developing listening, speaking, reading, and writing skills while building cultural awareness. Students engage in conversations and practice grammar and vocabulary to communicate effectively in real-world situations. Aarohi enjoys the energy of morning classes and starting her day with something creative and interactive.

Grade 6 students take Latin as their World Language, and beginning in Grade 7, they have the opportunity to choose between French, Latin, Mandarin, and Spanish.

Period 2 | 9:15 AM – 10:10 AM | World History & Geography II + Homeroom

History is Aarohi’s favorite subject, and it’s easy to see why. During World History & Geography II, she explores the histories of Africa, Asia, Europe, the Americas, and Oceania from 1450 to today. “I’ve enjoyed the National History Day project we just kicked off this week,” she shared. “We’ll be creating presentations based on this year’s theme, and I’m hopeful about the possibility of advancing to the competition.” The last 10 minutes of the period are dedicated to homeroom, where students catch up on announcements and connect with classmates.

Period 3 | 10:15 AM – 11:00 AM | Algebra & Geometry II

In Algebra & Geometry II, Aarohi tackles equations and problem-solving exercises that build her mathematical reasoning. She enjoys collaborating with peers and exploring creative ways to solve challenging problems.

*Grade 7 students take either Algebra and Geometry I, II, or Pre-Calculus as their math course.

Period 4 | 11:05 AM – 11:50 AM | Lunch

Aarohi’s favorite part of the day is lunch. “It’s the perfect time to relax and connect with friends from different classes before the afternoon sessions begin,” she said. Her lunch breaks are never dull — she and her friends often play Truth or Dare or, on more adventurous days, “simulate the Hunger Games in a style similar to Dungeons and Dragons!”

Period 5 | 11:55 AM – 12:40 PM | English 7

In English class, Aarohi strengthens her reading, writing, and critical thinking skills. She explores poetry, novels, speeches, and other texts while analyzing literary devices and practicing advanced vocabulary. Outside of class, Aarohi enjoys writing poems and short stories — and one of her biggest goals is to publish her own book or an anthology someday.

Period 6 | 12:45 PM – 1:30 PM | Elective MS: Computer Science II

In Computer Science, Aarohi develops her computational thinking through text-based programming projects. She learns about algorithms, web technologies, and game development while designing her own unique projects that encourage creativity and problem-solving. She’s also part of the school’s Robotics and Algorithm Problem Solving and Data Structures clubs, where she enjoys applying what she learns in class to real-world challenges.

*Grade 7 elective options can include Band/Orchestra, Computer Science, Creative Writing, Introduction to Engineering, Piano, Stagecraft, and Visual Arts

Period 7 | 1:35 PM – 2:20 PM | Physics 7

In Physics, Aarohi explores motion, forces, energy, momentum, and waves. She applies math to real-world scenarios, conducts experiments, and learns how physical laws govern the world around her.

Period 8 | 2:25 PM – 3:10 PM | Biology 7

Aarohi ends her academic day in Biology, studying the diversity of life from cells to ecosystems. She investigates natural selection, classification of organisms, and interactions between living things and their environments. During class, a group of Aarohi and her classmates were working on a biology simulation game, which made learning the concepts interactive and fun.

Office Hours | 3:15 PM – 4:00 PM

Teachers hold Office Hours throughout the week, providing flexible one-on-one or small-group support. During this time, students can ask questions, review challenging material, or dive deeper into subjects that interest them. This extra support helps students strengthen their understanding, build confidence, and stay on track with their learning.

In Middle School, students take three separate science classes: Biology, Chemistry, and Physics. On the day we shadowed Aarohi, she had Biology and Physics, while Chemistry is scheduled on other days of the week. Health and PE & Sports are also held on select days throughout the week. Taking science as three distinct courses allows students to focus on each discipline in depth, make connections across concepts, and build a strong foundation for high school science.

Beyond her academic life, Aarohi enjoys playing tennis and piano and takes pride in her leadership roles on campus. “This year, I’m proud of two particular accomplishments: speaking as a Student Ambassador at the Middle School Curriculum Night and being selected for this Student Spotlight,” she said. When asked what she loves most about being a BASIS Independent Silicon Valley student, she shared, “The amazing teachers and the supportive environment created by the staff.”

Looking ahead, Aarohi hopes to continue nurturing her creativity through writing and says her best advice for younger students is: “Study hard and do what you know you’re going to like and excel at!”

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Introducing the BASIS Independent Dublin Mascot

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We are thrilled to announce that our school mascot will be the BASIS Independent Dublin Timberwolves!

A school mascot is much more than a symbol. It represents the heart and spirit of the entire community. It unites students, teachers, and families under a shared identity, creating a sense of belonging and pride that extends far beyond the classroom. The mascot helps build tradition and school spirit, inspiring students to support one another, celebrate achievements, and face challenges together. Whether it’s cheered for at games, displayed in hallways, or worn on school swag, the mascot reminds everyone that they are part of something bigger – a community that values teamwork, perseverance, and pride in who they are.

Why did we choose the Timberwolf?

In many ways, the Timberwolf perfectly encapsulates the spirit of our community — strong, loyal, and united. Timberwolves are known for their teamwork and intelligence. They rely on one another, move together as a pack, and face every challenge with courage and determination.

Just like a Timberwolf pack, our students, staff, and families will support one another, celebrate each other’s successes, and grow stronger together. The Timberwolf reminds us that we are bold, resilient, and unstoppable — especially when we move forward as one community, one pack!

Selecting our mascot has been a community effort, with ideas and inspiration coming from future students, families, and faculty alike. This process gave everyone a chance to share what they felt best represented the heart of BASIS Independent Dublin — a brand new school that values curiosity, collaboration, and perseverance. By choosing the Timberwolf together, we’ve taken an important first step in shaping the traditions and shared identity that will define our school for years to come.

In these early years, the Timberwolf will serve as a symbol of pride and unity, inspiring our students to lead with integrity, work as a team, and strive for excellence both inside and outside the classroom. As our community grows, this shared symbol will continue to remind us of where we began — as a small but mighty pack, coming together to build something extraordinary.

What’s next?

As we begin our inaugural school year, students will have the opportunity to name the Timberwolf mascot! This will be an exciting step that will further strengthen our connection to the symbol that represents who we are and who we aspire to become.

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

A Day in the Life: Grade 7

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Meet Aarohi!

Aarohi A. is a Grade 7 student at BASIS Independent Silicon Valley who approaches each day with curiosity, creativity, and a love of learning. She enjoys exploring new ideas, connecting with friends, and challenging herself academically. Today, we had the chance to shadow Aarohi and see what a typical school day looks like, from her first class to the last.

All BASIS Independent Schools follow the BASIS Curriculum, an internationally benchmarked program designed to challenge students while equipping them with the skills, knowledge, and support they need to excel academically, think critically, and succeed in high school, college, and beyond. Continuously refined by curriculum experts, it ensures students like Aarohi are supported in every subject and fully prepared for the academic challenges ahead.

Period 1 | 8:25 AM – 9:10 AM | French I A

Aarohi starts her day in French class, developing listening, speaking, reading, and writing skills while building cultural awareness. Students engage in conversations and practice grammar and vocabulary to communicate effectively in real-world situations. Aarohi enjoys the energy of morning classes and starting her day with something creative and interactive.

Period 2 | 9:15 AM – 10:10 AM | World History & Geography II + Homeroom / Announcements

History is Aarohi’s favorite subject, and it’s easy to see why. During World History & Geography II, she explores the histories of Africa, Asia, Europe, the Americas, and Oceania from 1450 to today. “I’ve enjoyed the National History Day project we just kicked off this week,” she shared. “We’ll be creating presentations based on this year’s theme, and I’m hopeful about the possibility of advancing to the competition.” The last 10 minutes of the period are dedicated to homeroom, where students catch up on announcements and connect with classmates.

Period 3 | 10:15 AM – 11:00 AM | Algebra & Geometry II

In Algebra & Geometry, Aarohi tackles equations and problem-solving exercises that build her mathematical reasoning. She enjoys collaborating with peers and exploring creative ways to solve challenging problems.

Period 4 | 11:05 AM – 11:50 AM | Lunch

Aarohi’s favorite part of the day is lunch. “It’s the perfect time to relax and connect with friends from different classes before the afternoon sessions begin,” she said. Her lunch breaks are never dull — she and her friends often play Truth or Dare or, on more adventurous days, “simulate the Hunger Games in a style similar to Dungeons and Dragons!”

Period 5 | 11:55 AM – 12:40 PM | English 7

In English class, Aarohi strengthens her reading, writing, and critical thinking skills. She explores poetry, novels, speeches, and other texts while analyzing literary devices and practicing advanced vocabulary. Outside of class, Aarohi enjoys writing poems and short stories — and one of her biggest goals is to publish her own book or an anthology someday.

Period 6 | 12:45 PM – 1:30 PM | Elective MS: Computer Science II

In Computer Science, Aarohi develops her computational thinking through text-based programming projects. She learns about algorithms, web technologies, and game development while designing her own unique projects that encourage creativity and problem-solving. She’s also part of the school’s Robotics and Algorithm Problem Solving and Data Structures clubs, where she enjoys applying what she learns in class to real-world challenges.

Period 7 | 1:35 PM – 2:20 PM | Physics 7

In Physics, Aarohi explores motion, forces, energy, momentum, and waves. She applies math to real-world scenarios, conducts experiments, and learns how physical laws govern the world around her.

Period 8 | 2:25 PM – 3:10 PM | Biology 7

Aarohi ends her academic day in Biology, studying the diversity of life from cells to ecosystems. She investigates natural selection, classification of organisms, and interactions between living things and their environments. During class, a group of Aarohi and her classmates were working on a biology simulation game, which made learning the concepts interactive and fun.

Office Hours | 3:15 PM – 4:00 PM

Teachers hold Office Hours throughout the week, providing flexible one-on-one or small-group support. During this time, students can ask questions, review challenging material, or dive deeper into subjects that interest them. This extra support helps students strengthen their understanding, build confidence, and stay on track with their learning.

In Middle School, students take three separate science classes: Biology, Chemistry, and Physics. On the day we shadowed Aarohi, she had Biology and Physics, while Chemistry is scheduled on other days of the week. Health and PE & Sports are also held on select days throughout the week. Taking science as three distinct courses allows students to focus on each discipline in depth, make connections across concepts, and build a strong foundation for high school science.

Beyond her academic life, Aarohi enjoys playing tennis and piano and takes pride in her leadership roles on campus. “This year, I’m proud of two particular accomplishments: speaking as a Student Ambassador at the Middle School Curriculum Night and being selected for this Student Spotlight,” she said. When asked what she loves most about being a BASIS Independent Silicon Valley Bobcat, she shared, “The amazing teachers and the supportive environment created by the staff.”

Looking ahead, Aarohi hopes to continue nurturing her creativity through writing and says her best advice for younger students is: “Study hard and do what you know you’re going to like and excel at!”

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

A Day in the Life of a Grade 4 LET – Ms. Strider!

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My name is Ms. Strider and I am the Grade 4 LET (Learning Expert Teacher) at BASIS Independent Bellevue. I stay with my class of students throughout the day, supporting both their academic development and personal growth. While Grade 4 students follow a full schedule similar to upper grades, my role is to help them build responsibility and independence as they prepare for Grade 5. I work closely with our Subject Expert Teachers (SETs) to collaboratively teach each subject, ensuring lessons are engaging and connected across disciplines. Because I see my students in every class, I gain a deep understanding of their learning needs and strengths. This allows me to form meaningful relationships with families and provide thoughtful, and accurate updates on student progress throughout the year.

My day with Grade 4 begins at 7:55 AM when I pick my students up from the multi-purpose room and we head to our lockers to get ready for our day. Students get to say hello to their friends each morning, catch each other up on their fencing practice or dance rehearsal, and get the last of their wiggles out before it is time for class.

Period 1: Science with Ms. Delp!

The first five minutes of each class look fairly similar throughout the day. Students are filling out their CJs (communication journals) and following any directions on the board as a warm up. In Science, students’ daily warm up is to copy down the notes from the board into their science folders so they have all the necessary information ready to go when it is time for a discussion or to start collecting data. Ms. Delp and I work together to provide Grade 4 students with materials, guidelines, and data points for a variety of different scientific activities. In the first month of school, we have measured our wingspans and compared our lengths to that of birds, tested if double stuffed Oreos are actually doubled stuffed, and explored surface tension by adding singular water droplets to pennies. Once we have our notes, completed our experiments, and graphed our data, it is time to clean up, pack up, and line up for our next class.

Period 2: Specials—Music, Art, Drama or Engineering!

Primary students have a variety of specials throughout the week. This morning’s special is Engineering with Ms. DiBattista! Our Specials classes look different than the classic LET/SET model. During these classes, I sometimes work with small groups of students in various levels of reading groups conduct interventions or enrichment. Today, I pulled a few of my students to conduct a reading intervention activity, while the rest of my class did an engineering lesson with Ms. DiBattista. Students’ reading levels are decided by our process of reading assessments that happen once per trimester. With that data, students are placed into small groups, of 3–5 students, and work directly with me on various reading strategies such as identifying the main idea, providing text evidence, or determining character motivation. Building these skills will help students in English class, advance their literacy skills, and most importantly, allow them to be able to read and understand texts independently.

Period 3: English with Ms. Tseng!

Just like in Science class, students begin class by filling out their CJ’s, noting any homework or upcoming assessments, and working independently on their warm ups. Ms. Tseng and I usually collect this work and begin getting students ready for their Novel Study. Currently, we are reading The Phantom Tollbooth! We take turns reading pages in the book between Ms. Tseng, myself, and the students. Learning to annotate texts is a skill we are building and growing in Grade 4. The Phantom Tollbooth is great practice for these skills, as it has several settings and characters. Ms. Tseng may pause the reading to point out a vocabulary word that we need to write down. I may also pause when we meet a new character to take notes about their description and add a sticky note annotation. English class flies by when everyone is so invested in the story! Time to clean up, pack up, and line up for lunch and recess.

Period 5: Math with Ms. Tessler!

These consistent classroom routines make a huge difference in the lives of the students and the teachers. No matter what subject, students know exactly how each class is going to start and exactly what each teacher is expecting their behaviors should be. Grade 4 enters math class, fills out their CJs, and begins their math warm up. Math warm ups are usually a set of problems covering material that we learned the day before. I will go over the warm up with the class, model the work on the board, and answer any questions. Ms. Tessler will get the class set up and ready for notes in their math notebooks. As students are taking notes or working on their independent math assignment, this is a great time for me to look for students who are exhibiting qualities of P.A.C.E (perseverance, active, community, and empathy). Students who show one or more of these qualities at any time during the day receive a PACE Pass. Students turn in their earned passes to the front office to enter the grade level weekly raffle for a chance to win a small prize every Friday. Once all of our daily math tasks have been completed, it is time to clean up, pack up, and line up!

Period 6: Specials or Mandarin!

Three days of the week, Grade 4 has Mandarin class. There are two different Mandarin classes that students are sorted into from the beginning of the year based on ability-level. I do not attend Mandarin class, so I spend this time meeting with SETs, planning reading groups, or having an extra cup of coffee and a snack.

However, this afternoon is Drama with Mr. Mullens! Once all of the students have entered the drama space, filled out their CJs, and listened to Mr. Mullens’ daily expectations, I begin pulling another round of small reading groups. Groups can meet once, twice, or three times a week depending on students’ needs for reading and decoding texts. In Drama class, students are working in three different casts to write their own scripts for the upcoming spring performance. Even though some students are pulled away during the script writing, the entire cast works collaboratively and is able to quickly and effectively fill in any students upon their return to the classroom.

AE (Academic Enrichment) Time!

All students Grade 4 and above have a 20-minute AE period each afternoon. There are a variety of ways to spend a Grade 4 AE period: study hall, brain breaks, or most often, SEL (Social Emotional Learning), lessons and activities. For our SEL lessons we utilize a program called CharacterStrong at BASIS Independent Bellevue. Each month is centered around a character trait theme—October’s is Responsibility. Throughout the month, our class engages in mini-lessons, discussions, videos, and games designed to help students learn about and practice being responsible in their daily lives. Because academic expectations are high on this campus–even in the primary grades–it’s important to remind students that they are more than their grades, and that being a kid is about learning and growing in all areas of life.

Period 7: History with Ms. Rieger!

Our last core class of the day, but procedures and expectations remain the same. Students enter the classroom quietly, fill out their CJs with today’s topic, homework, and upcoming tests. Warm ups in History require students to have their binders and answer the questions on the board neatly on a piece of notebook paper. When the five–minute timer goes off, I read each question with the students and go over the answers. Often in this course there is some background information to read before students can dive deep into the new content, analyze cause and effects, and collect evidence. At the beginning of class I will read the passages with the students and have some student helpers annotate for vocabulary and important details. Then Ms. Rieger will share her slides, photographs, or stories about the time period we are focusing on and begin to ask critical thinking questions to the class. After notes, worksheets, or discussions, it is time to clean up, pack up, and line up once again.

Period 8: PE with Coach Shelp!

“Welcome to your favorite class!” is the way Coach Shelp begins PE. This class is different from Art, Music, and Drama because I always attend PE with my class. PE is a great way to get moving and learn about sportsmanship. Students begin each PE class by jogging some laps around the gym. Once we are warmed up, it is time to play—dodgeball, soccer, pickleball and more! We congratulate our teammates and exchange kind words with our opponents. Time flies in PE and then it is time to grab all of our belongings from our lockers and go home!

After all of my students have been picked up from dismissal, I meet with my co-teaching SETs to collaborate on lessons for the following week. After school you will find me at home in the coziest pajamas crocheting or snuggling with my cat. Another great day in Grade 4!

A Day in the Life: Grade 6

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What does a typical day look like for a grade 6 student at BASIS Independent Schools? We followed Uma, a student at BASIS Independent Fremont, through her day to find out—and to hear how she navigated the transition from her previous private school to BASIS Independent Schools’ rigorous academic environment.

Meet Uma

Uma joined BASIS Independent Fremont in grade 5 after moving from another private school in the area. Like many students who join in middle school, she had questions about what the transition would be like—and whether she’d find her place in a new academic community.

Today, Uma is thriving. Outside the classroom, she balances swimming (breaststroke is her specialty), soccer, piano, and will soon add fencing to her roster. She loves spending time outdoors and has built strong friendships across campus.

But the beginning of her journey looked different. “At first, I did not want to come to BASIS Independent Fremont (BIF). I didn’t want to leave my old school,” Uma remembers honestly. The first day felt overwhelming—until a classmate extended a hand. “This girl came up to me and said, ‘Hey, I’m Sunny. Do you want to sit with me at lunch tomorrow?’ I was just kind of keeping my head down the whole day, but then all of a sudden someone in my class just came up to me.”

That moment changed everything. “Actually, quickly, I really liked it. I met different people, some were from my old school, and I was able to make new friends.”

The academic adjustment took focus and effort. “Classes were obviously harder than in my old school. I struggled a little bit, but I got up to speed after about a month. My teachers were good, and they helped me, and there were Office Hours. Office Hours really help.” With the right support systems in place, Uma found her footing—and then some.

Her advice to families considering BASIS Independent Schools? “It seems hard at first to change schools, but you know, BIF has a lot of really nice people. The teachers are kind, they’re supportive, and I’ve really enjoyed my time here.”

So what does a day in grade 6 actually look like? Let’s walk through Uma’s schedule—from Latin translation to physics experiments—and see how the combination of challenging coursework and strong support systems helps students like Uma succeed.

Period 1 (8:25–9:10 AM): Latin IB with Mr. Baldwin

Uma’s day begins with Latin, where students build vocabulary, grammar, and translation skills while exploring life in the Roman Empire. Through Latin texts and historical sources, they investigate how different people—citizens, immigrants, enslaved individuals, and women—lived and contributed to Roman society.

Today, students worked in their “Legions”—collaborative small groups—to answer comprehension questions before sharing insights with the class.

Academic Enrichment (9:15–9:25 AM)

This brief period gives students time to prepare for their day—finishing assignments, studying for tests, connecting with friends, or simply taking a mental break. Academic Enrichment at BASIS Independent Fremont is held outdoors in their Quad and is monitored by a combination of teachers and administrators, specifically their Student Affairs Team, ensuring students have a safe and supportive environment to start their morning.

Period 2 (9:30–10:15 AM): PE & Sports 6 with Mr. Mosley

Physical education for grade 6 emphasizes communication, perseverance, and learning to respond constructively to both success and setbacks. Students explore the FITT principle and develop healthy habits that extend far beyond middle school. FITT stands for Frequency (how often), Intensity (how hard), Time (how long), and Type (what kind).

This week introduced flag football, with students learning gameplay fundamentals and building teamwork skills on the field.

Period 3 (10:20–11:05 AM): Pre-Algebra with Ms. Yaru

Pre-Algebra bridges arithmetic and higher-level mathematics, preparing students for Algebra I and Geometry. The curriculum covers essential concepts, including fractions, decimals, proportions, algebraic expressions, scientific notation, and real-world problem solving.

Today, students worked through algebraic equations—and Uma has discovered something unexpected. “My favorite class is Math. I never thought I’d say that, but Ms. Yaru makes it nice and easy. I like the way she teaches.”

*Grade 6 students take either Pre-Algebra or Algebra I and Geometry as their math course.

Period 4 (11:10–11:55 AM): Lunch

BASIS Independent Schools looks for local hot lunch providers that can offer a variety of meal options for special dietary needs, including vegetarian and nut-free.

During lunch, Uma plays four-square with friends. The competitive game sometimes brings intense moments, but she’s developed perspective. “I think I’ve just gotten a little bit more mature since coming to BIF. I’ve learned how to deal with situations and just go on with it.”

Period 5 (12:00–12:45 PM): Middle School Art with Teacher Danae

Students in grade 6 select a fine arts elective. Uma’s is Art. In this elective, students develop 2-D and 3-D art-making skills through traditional and contemporary techniques. The course emphasizes individual expression, historical perspective, and art as communication, with projects inspired by both contemporary and historical artists.

Students are completing their Album Cover Portraits, creating transformative works based on reference photos of subjects meaningful to them. Uma’s portrait features her older sister.

Period 6 (12:50–1:35 PM): English 6 with Mr. Gailliard

English 6 develops lifelong communication skills through five core components: conventions, reading, writing, scholarship, and reasoning. Students strengthen their command of grammar and punctuation while building critical thinking abilities and foundational research skills that support learning across all disciplines.

Today’s focus was on identifying helping verbs—fundamental building blocks of effective writing.

Period 7 (1:40–2:25 PM): Physics 6 with Ms. Yaru

Physics introduces students to the language that describes the physical world around them. Through core topics including motion, forces, energy, and electricity, students learn to apply mathematics to physical relationships. Hands-on demonstrations and laboratory sessions help students investigate everyday physics—from how bicycles work to what happens inside a battery.

Today, students learned to calculate speed using the gradient of a distance-time graph, connecting mathematical concepts to physical motion.

Period 8 (2:30–3:15 PM): World History & Geography I with Ms. Sagal

This course traces global human history from the Paleolithic Era through the Renaissance, examining major events and civilizations across Africa, Europe, Asia, Oceania, and the Americas. Students develop historical thinking skills—comparing civilizations, analyzing causes and effects, and constructing arguments from primary and secondary sources.

Today’s lesson explored the social and political characteristics of the Norte Chico civilization, one of the earliest complex societies in the Americas.

Office Hours (3:20–4:00 PM)

Teachers hold Office Hours throughout the week, for both students and parents, offering flexible one-on-one and small group support. Students use this time to ask clarifying questions, work through challenging material, or explore subjects more deeply. One day each week, grade 6 students enjoy unstructured outdoor time during this period.

While today is an outdoor day, Uma typically spends Office Hours with Ms. Yaru, working on math. “I did not want to do Office Hours at first, but this year, I’ve gone to all the math office hours, and it’s really helped me. I was not good at math before, but now I think I’m doing pretty well.”

After school, Uma heads to swim practice to work on her breaststroke technique, soccer training, or piano lessons. With fencing starting soon, she’s adding another dimension to her already active schedule—proof that rigorous academics and rich extracurricular experiences go hand in hand at BASIS Independent Schools.

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.