International Day at our BASIS Independent Fremont Lower School is an inspiring and vibrant celebration attended by over 800 enthusiastic students, staff, and family members. This special event brought together our diverse community to honor and showcase the rich cultural tapestry of our world, featuring representations from 12 countries across every continent. From singing in a multitude of languages to sharing fascinating tales of global heroes, the day was a beautiful reflection of our commitment to valuing the arts, people, and diversity.
Student Life
Bobcat Bytes: Bryan M., Grade 8
This blog series aims to offer a glimpse into the student life of our Student Ambassadors. The BASIS Independent Silicon Valley Student Ambassadors play an important role by representing BISV throughout the academic year in many ways. From cherished memories, to conquering challenges, from time management to immersing themselves in clubs and activities.
Bobcat Bytes – Bryan MaMeet Bryan M., Grade 8, class of 2028. Prior to attending BISV, Bryan attended a private school. During the last academic year, he actively supported the Student Ambassador Program by hosting a Shadow Student on two separate occasions. Bryan is also an active member of multiple clubs including Science Olympiad, Philosophers Club, Quiz Bowl, and National Junior Classical League.
Outside of school, Bryan finds pleasure in delving into books recounting the tales of Greek Gods and mythological creatures. Interestingly, Bryan can name more Greek Gods than he can comic book superheroes!
What have been some of your most memorable moments or experiences at BISV and why?
One of my best memories at BISV was the World Scholar’s Cup, which is an international academic program with more than 15,000 students participating from over 65 countries. There are four main team events: The Scholar’s Challenge, Collaborative Writing, Team Debate, and The Scholar’s Bowl. The team with the highest total scores of the four events is the overall team champion. In the time leading up to the event, our practice scores had been modest, but something ignited within me on that day. I was possessed with an intense desire to prove to myself that we could come out of the event victorious. My mind focused in on the competition. When it was all over, I was clutching the prize in my hands and high-fiving my teammates. It was a great day and made more special because I was able to share it with my friends.
What are some challenges you faced when first starting at BISV and how did you overcome them?
Transitioning into BISV was like stepping into a new world of academic rigor. BISV’s curriculum was more advanced than at my previous school, and adapting was a challenge. However, I decided to welcome this change and be flexible in my approach. It was with this attitude, I quickly developed new academic routines and surprisingly, it wasn’t overwhelming like I thought it would be. In fact, it became a rewarding journey of growth and learning.
This year we have over 90 clubs at BISV! What are the benefits of participating in our extracurriculars?
Clubs at BISV offer a treasure trove of benefits. For me, they provide as an opportunity to try something new and dive into my established interests. One of the many benefits is the amazing range of clubs available and how there are very few barriers to exploring virtually any interest one might have. BISV’s clubs also cater to the students. In many cases, students are involved in the setting up and running of the clubs, so they naturally reflect student interest. They are a place where students and advisors can work together and through club involvement, I’ve developed new skills, connected with my peers, and experienced collaborative learning at its finest.
How do you manage your time and balance academic, extracurricular activities, and free-time?
Discipline and efficiency are key. Approaching my responsibilities with focus and discipline allows me to not only finish my schoolwork on time, but it also opens up time for other fun things. Another great ally for anyBobcat Bytes – Bryan M. 2 student is an organized schedule. Each morning, I create a structured plan and schedule out my activities for that day, including leaving time for non-school related activities. Leisure time becomes a reward and it all comes down to effective scheduling and disciplined follow-through.
What are some ideas you had about BISV that you found out to be true or false once you joined the school?
In my mind, BISV was an “all work and no play” type of school. I imagined mountains of homework, constant testing, and fierce competition, with no time for personal enjoyment. While I do possess a competitive side, I enjoy having a good time like any other student my age. In my mind, I feared this school would be a vacuum for fun, but I was wrong. After two years here, I’ve realized that this is certainly not the case. My teachers always encourage me, never place undue pressure upon me, and the volume of homework–while not insignificant–is manageable. Sure, BISV is still a challenging school with a demanding academic curriculum, but I can handle it and still have fun at the same time. Myth busted!
What are some strategies you use for staying organized and keeping track of assignments and deadlines?
When it comes to staying on top of my assignments and deadlines, my organizational strategies are my trustworthy companions, even if my desk might not always reflect that right away. Organization is something I’m always looking to improve upon, so I often find myself probing the recesses of my imagination for new and easier ways to stay on track. For remembering deadlines, I utilize Schoology, an online platform where teachers post assignments and other essential information. This digital hub not only keeps me updated on upcoming tasks, but it also minimizes the risk of missing assignments. However, some teachers opt for more traditional communication methods. For these classes, I rely on the use of my Communication Journal–CJ for short. BISV hands out CJs at the beginning of the year, which serve as a checklist for homework, projects, test dates, and other reminders. Another useful tool is my calendar. It acts as a checklist and helps transform what can seem like an overwhelming list of tasks into a manageable flow.
Finally, what advice would you give for incoming students to make the most of their year?
I would advise any incoming student to not be afraid to explore their interests. There is a wide variety of clubs and school electives. If there is something you are interested in, chances are there is a way to explore it at BISV. During your time here, you’ll take various science, math and English courses. Therefore, I’d recommend that new students consider joining a unique club or exploring an unconventional elective if it piques their interest. My last piece of advice is to stay up-to-date with your academic workload. The pace here can sometimes feel fast, so building strong organizational and time management skills would be very beneficial. Ultimately, I believe that if new students come to BISV with an empty book, each student finds their own unique way to write their story within it.
Fun at the Pumpkin Patch: TK and Kindergarten’s First Field Trip to Lemos Farm
BASIS Independent Silicon Valley Lower organized its first TK and Kindergarten field trip, taking our youngest learners to Lemos Farm Pumpkin Patch in Half Moon Bay. As it was their first field trip, this outing provided a valuable educational opportunity for our students outside of the classroom where they had the chance to explore, build on friendships, and expand on their experiences. With seventy-eight students, twelve staff members, and eight parent chaperones in tow, the day was packed with exciting adventures.
Upon arrival, everyone split into groups to explore the farm. Students had a variety of options to choose from including a giant slide, a petting zoo, barnyard jump houses, and, of course, picking out their own pumpkin to take home.
After visiting many farm attractions, students reconvened for lunch and then set out again to explore the farm. They built a house out of pumpkins, jumped on hay bales, and enjoyed the playground rocking horses. Our teachers and chaperones did an amazing job ensuring everyone was safe and having a great time.
“Today was all about fun, learning, and making memories. Seeing the kids so happy and engaged made it a fantastic day,” expressed Dean of Students, Mr. Bosley. “It was a great community builder for our youngest scholars and a fun autumn learning opportunity. I am so happy to have shared this experience with such a wonderful group of students.”
After spending quite some time on the playground, our students headed home with pumpkins in tow. It was a day of simple joys, new experiences, and friendships, marking a perfect start to the autumn season for our youngest learners.
A Family Affair: Brother and Sister Elected Student Council President and Vice President at BASIS Independent Manhattan Upper School
BASIS Independent Manhattan Upper School has elected a new student council president and vice president for the 2023-2024 school year: Hudson (Gr. 11) and Stella L. (Gr. 8). This brother-sister duo are passionate about making the Upper School a better place for all students.
During their lunch break, we had an opportunity to sit down and ask them a few questions. This interview provides a chance for the student body to get acquainted with their new leaders and learn about their plans for the upcoming year.
Hudson and Stella L. mentioned that their primary goal is to improve the student experience. They have three areas of focus right now:
Improve the creature comforts in our campus building.
- Optimize lunchtime for enjoyment.
- Create a textbook swap or ways to reuse them among students.
- They also plan to continue growing the BASIS Green Committee, which focuses on eco-conscious decisions at school.
How To Achieve These Goals?
The duo intends to ensure that students follow the school rules, respect school resources, and do not take them for granted. They will work closely with the administrators to address any concerns raised by the students. They have already initiated a partnership with one of the facilities team members to make progress in this regard.
Now with a full school, they would like to implement simple adjustments to streamline lunch. These include rearranging tables and seating, making lines more efficient, and increasing the number of trash and recycling bins. The objective is to spend less time cleaning up and more time enjoying meals with friends.
With textbooks, Hudson and Stella are aware of how expensive they can be and plan to create a system that spans grades – such as a book swap – so that textbooks can be passed on from year to year and reused. They will also work with the Wildcat Family Committee to create a full-scale effort that involves both students and parents.
Representing All Student Voices
At an Upper School with students in grades 6-12, Hudson and Stella L. explained that they are both high school and middle school students themselves, and they know their classmates and peers. They also have a representative from each element as part of the Student Council, who will talk to their class and bring their feedback to the meetings.
Lastly, they talked about not being just leaders but representatives of everyone. They would like to encourage all students to share their ideas, comments, and concerns with them.
Term Project Trip 2023: Galapagos Islands
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.
On a Mission with our Head of School
As we reflect on the first few weeks of school and successful Meet the Teacher events, we are eager to hear from our Head of School, LaNette Hodge. With her focused and intentional leadership style, she has spent the summer collaborating with her staff and crafting a set of core values to guide BASIS Independent Manhattan throughout the 2023-24 year.
Welcome back! This is quite an exciting year for you.
It is! We are so excited and fulfilled. I can say that because we are now a fully mature school with our first graduating class of seniors. It is such a privilege to be able to offer our families not only a comprehensive educational journey from PreK-12 but also a complete and consistent student experience.
I understand that you place great importance on mantras and setting intentions. As a thoughtful and visionary leader, what aspirations do you have for the upcoming school year?
Personally, my journey towards self-improvement is a constant pursuit, and I wake up every day with a purpose to serve others, which fills my heart with immense gratitude. The intentional efforts put in by our team to establish a culture of trust, respect, and pride at BASIS Independent Manhattan is something I take great pride in. This culture resonates in every aspect of our school’s operations, shaping the exceptional educational experience we provide.
While there are a number of goals that come to mind, I have three primary ones for achievement in the coming year, which I would love to share in more detail. I am sharing these goals with our community because I believe that transparency and communication are essential for building trust and success.
Goal #1: Alignment of Mission, Vision & Values
Over the summer, our team carefully created a mission statement that we use as our guide in our daily interactions with one another. I feel we have a renewed sense of teamwork now that allows us to promote a supportive culture of inclusion, equity, and agency.
That effort expands to encircle our school community in which teachers, students, parents, and staff build relationships of connectivity, collaboration, and belonging.
Goal #2: Staff Satisfaction
I am very proud to say that we had 84% retention at both our Lower and Upper Schools, and are currently fully staffed! That is an incredible accomplishment in the current landscape of education and hiring. Our leadership team has done a lot of important work to attract and retain the best and brightest faculty and staff.
Even with the high number of returning, experienced teachers and the addition of pedigreed new teachers to support our school’s growth, we are inspired to push even further. We do that by providing our staff with professional development opportunities and leadership initiatives in a diverse and equitable environment.
Heading from our summer teacher training into this school year, I also could see a renewed sense of collegiality, collaboration, and camaraderie. That kind of positivity spills into the classrooms, trickles down to the students, and is shared with families who then express their appreciation back to the teachers. It’s a beautiful and rewarding cycle.
Goal #3: Culture of Connection & Belonging
Another goal is to continue to build, promote, and foster a school culture of belonging and connectedness—where all students feel included, supported, valued, and respected. This is leading to improved academic achievement and social-emotional well-being. Beyond the student experience, we also encourage a school community culture where affirmation, collaboration, and partnerships thrive and are the valued norm.
That all sounds great, but how do you do it?
Our collaborative leadership approach is helping us to achieve our goals by fostering communication and collaboration across all levels of the school community. We now have an Associate Head of School at the Lower and Upper School campuses, which creates an aligned and supportive foundation. We also have shared office space where we work closely every day, which:
- promotes cross-functional school collaboration
- facilitates feedback and decision-making efficiency, and
- allows us to anticipate and respond to the needs of our students, teachers, or parents
Our success is evident in the positive experiences our families are having and the enthusiastic recommendations they are sharing with their families, friends, and colleagues. It is truly remarkable to witness the increased number of admissions applications we have received in PreK, kindergarten, grade 6, and grade 9 – the traditional entry points for our school. This growth is a testament to the thriving Wildcat school community we are building, and I am eagerly looking forward to the incredible achievements that await us this year, especially with our exceptional Class of 2024!
Bobcat Bytes: Joy G., Grade 7
This blog series aims to offer a glimpse into the student life of our Student Ambassadors. The BASIS Independent Silicon Valley Student Ambassadors play an important role by representing BISV throughout the academic year in many ways. From cherished memories, to conquering challenges, from time management to immersing themselves in clubs and activities.
Meet Joy G., Grade 7, class of 2029. Prior to attending BISV, Joy attended a public school. Since joining our school, she quickly took it upon herself to join the Student Ambassador Program. Joy is also an active member of multiple clubs including Astro Circle, Math Circle, and the Associated Student Body.
Outside of school, Joy enjoys playing basketball and badminton. She also loves traveling, alpacas, and fried chicken with ice-cream. She says, “Don’t judge the combo until you try it!”
What have been some of your most memorable moments or experiences at BISV and why?
One of the most memorable moments or experiences I’ve had at BISV would be the Middle School Yule Ball, which was really exciting. The dazzling display of lights, synchronized with the rhythm of the music, and themed decorations created an enchanting atmosphere. Social events like this serve as a delightful break from the rigors of academics, allowing me to embrace my playful side and recharge my energy. At times, the workload in BISV can feel a bit much, so I really like to use these events to help balance out the stress that naturally comes with such rigorous academics. The social events at school help me feel more refreshed and ready to get back to work.
What are some challenges you faced when first starting at BISV and how did you overcome them?
My first year at BISV was accompanied by the common challenges of adapting to a new environment. I vividly recall my first day stepping into a classroom of unfamiliar faces. I had met my teachers and a few classmates at the Back to School Festival, but I didn’t know anyone very well. The feeling of apprehension slowly transformed into a sense of belonging through consistent engagement in activities, clubs, and positive interactions. This transition was akin to an ice cube melting in warm water, symbolizing the gradual adaptation into a new school environment. The BISV community, encompassing both faculty and fellow students extended a welcoming hand, so it was easy for me to feel at ease.
This year we have over 90 clubs at BISV! What are the benefits of participating in our extracurriculars?
Clubs at BISV serve as opportunities for developing indispensable skills such as teamwork, critical thinking, effective communication, and leadership. The experiential nature of club involvement allows for discovering new passions and boosting self-confidence. Furthermore, these activities allow for social interaction on many levels, enabling students to create bonds with peers who share similar interests. Beyond personal growth, clubs often contribute to the broader, unified community. For example, perhaps a club is advocating to help with our climate situation, and they’re reaching out to other organizations to build projects to combat climate change. Participating in a club that has intentions of helping our community as a whole defines a student as someone who is eager to help, and brings out the side of them that is a crucial part to demonstrating what a student is really capable of.
How do you manage your time and balance academic, extracurricular activities, and free-time?
Upon receiving a task, whether it be an academic assignment, club responsibility, or personal errand, I undertake the vital process of prioritization. Factors such as deadlines, significance, complexity, and duration guide me in categorizing these tasks. Employing schedules and planners help keep me organized and accountable, while the Pomodoro technique serves as an effective tool for study sessions. The Pomodoro technique is 25 minutes of work, a 5 minute break, and then repeating it a few times until a long break, which is 30 minutes. It’s effective in managing my time, and it helps put off procrastination, so it is an efficient tool I’d highly recommend. If work ever gets to feel a bit overwhelming, seeking guidance and support from my peers, Dean of Students, and Subject Expert Teachers assists in navigating challenging circumstances and sustaining a positive outlook.
What are some ideas you had about BISV that you found out to be true or false once you joined the school?
Prior to becoming a student at BISV, I held the notion of the schools dedication to academic excellence, a belief that I have found to be true. The school’s commitment to providing a rigorous yet comprehensive learning environment is something I am grateful for. At the same time, I had envisioned my ability to keep up with the coursework to be daunting. I thought I would struggle with maintaining my grades in such a rigorous learning environment. And while I am busy and have to manage my time well, I feel supported by my school and parents when it comes to my goals.
Finally, what advice would you give for incoming students to make the most of their year?
Embrace trying new things! Participate in clubs, activities, and events that resonate with your interests. This is a wonderful way to make new friends and stimulate personal growth. As BISV has rigorous academics, it’s important to organize all your study materials and regularly review them to stay on top of your classes. I do admit that this can be harder to do than say and it can be potentially challenging at times. Nevertheless, maintain a resilient and positive attitude with the help of your peers, teachers, deans, and school counselor. Overall, for incoming students, just relax and enjoy your first year, open up to new things you haven’t experienced before, and be mindful to keep track of academic tasks or organization.
Term Project Trip 2023: Tanzania
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.
Campus Life: Capturing Our Students
Being a BASIS Independent Silicon Valley Bobcat means actively participating in a vibrant learning community, enjoying endless opportunities to connect studies with the real world, discovering new talents and skills, and building lasting bonds of friendship and camaraderie.
Campus life begins with the students themselves as active participants in shaping our community and culture. A BASIS Independent Silicon Valley student is defined by their joy in discovery, both inside and outside of the classroom. That’s why capturing their campus life is so important to us. Every few years we seek to photograph our student population and feature our amazing Bobcats on our website, in new admissions materials, and in printed photos on our campus.
This past spring we completed this fun task – the first time since opening our new Lower School Campus!
It was hard to choose, but we have selected the best photos captured for both our Upper and Lower School Campuses below. Enjoy!
Upper School | Grades 6 – 12
Lower School | TK – Grade 5
Term Project Trip 2023: Ireland/UK
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