Primary Program

OVERVIEW

The Primary Program at BASIS Independent Silicon Valley offers an unmatched learning experience for students as they begin to fully embrace a variety of subjects and their inter-connectivity. This program is uniquely defined by the emphasis on connections between subjects as well as the teaching partnership present in grades 1–4.* Students have different Subject Expert Teachers (SETs) for every core class paired with a Learning Expert Teacher (LET) shepherding the learning environment as they move from each SET’s classroom to another with their LET.

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In grades 1-3, students take a full schedule in the liberal arts, including advanced, integrated coursework in the humanities, math & science, engineering, Mandarin, the arts, and physical education. They even have a dedicated weekly 85-minute period called “Connections,” a scenario-based, hands-on learning experience designed to fuel creativity, ingenuity, not to mention social skills like team work and patience. In grade 4, coursework is no longer taught in integrated 85-minute blocks as a bridge to type of coursework and critical thinking expected of middle school students.

* The LET in grade 4 is not present with students in every class and is particularly focused on building independence and self-reliance in students as they prepare for grades 5 and up.

The CurriculumConnectionsThe Symbiotic ClassroomProgram Outcomes

The Curriculum

A curriculum designed to inspire connections.

The highly unique curriculum of the Primary Program is rooted in coursework in the liberal arts and sciences and emphasizes connections between disciplines. As such, in grades 1–3, math and science are taught together in a daily 85-minute block, and a daily 85-minute humanities block covers topics from history, culture, civics, grammar, and more. Students also have a full schedule in the arts, with weekly 85-minute classes in fine arts, music, and performing arts. The curriculum helps students discover new ways of thinking and understanding the world around them through courses such as engineering and Mandarin. A weekly 85-minute course called Connections presents students with scenarios that require them to put their knowledge to work in new, unexpected ways in order to find a solution. See our connections tab for more about this unique class.

Grade 4, which is part of the Bridge Years, is a year of transition from making connections in class to building the skills to make connections organically. Classes are no longer taught in integrated 85-minute blocks, but rather follows the shorter class period model seen in upper grades. Instead of the primary Math & Science course, students have separate classes for these disciplines. Similarly, English and history are also taught as distinct subjects, along with engineering, Mandarin, performing arts, visual arts, music, and physical education. Academic Enrichment is introduced, which offers students time to work with teachers on questions, get a start on homework, and review material.

Each major topic within a course is “spiraled,” or readdressed, throughout the grade levels with each re-introduction increasing in complexity and reinforcing what was previously learned. A clear example of this is in mathematics, where, for example, the learning of simple addition and subtraction facts is made more complex by adding multiple digits, then growing into complex multi-step word problems, all the way to the highly advanced math in the High School Program.

Above all, our program in the Primary Years is designed to stoke the fire of a love of learning in students in an exciting period of their educational journey.

Connections

An interdisciplinary opportunity to creatively put knowledge to work.

Initially inspired by the extraordinary work of Apollo 13 astronauts to use meager resources to survive a crisis, Connections presents students with highly creative challenges that test their mental agility, creativity, and content knowledge as they establish links across subjects and gain a deeper understanding of the material they are learning.

In grades 1–3, Connections is a weekly 85-minute class that presents students with scenario-based problems that require the utilization of knowledge and application of skills learned in their other classes. Aside from solving the problem at hand, students learn invaluable skills such as team work, hone their critical thinking skills, and are given the latitude to exercise great creativity.

Here are just a few examples of past Connections scenarios:

GRADE 1
- Theme: Egypt. In Humanities class, students learn about other communities and pinpoint the similarities between ancient peoples and modern cultures. For instance, students study Ancient Egypt, covering topics such as the development of agriculture and early societal structure, mythology, mummification and beliefs in the afterlife, pyramids, temples, and art and hieroglyphics.
- Scenario: Ancient Marketplace. “You are living in ancient Egypt. You must acquire the goods on the list given to you by trading with merchants from other Egyptian cities. Use the materials given to you to create items you can trade with the other cities.” Students are broken up into groups, each representing a different Ancient Egyptian city. Students are then given a list of goods to acquire and a set of materials that they can use to create tradable goods. Ancient Egyptians used a barter system instead of money—students will do the same, exchanging their goods with students from other cities, and learning about economics in the process.
GRADE 2
- Theme: Engineering. Engineering is an exciting and creative field, and the “Engineering Design Process” (EDP) has the potential to help students strengthen their understanding of concepts from their other courses. In their Engineering & Technology class, engineering is taught using a hands-on, trial-and-error methodology. Instead of being instructed on the best way to build a structure, students instead plan and build what they think is best and then test it. They can then brainstorm, rebuild, and retest the structures to improve their creations. The BASIS Curriculum Connections course provides a perfect opportunity for students to use what they have learned about the EDP in conjunction with topics from art, science, and other courses to demonstrate their knowledge in a fun way. The unit below brings together students’ engineering and Mandarin courses.
- Scenario: Three Little Pigs Rebuild. Students begin by watching a Mandarin version of “The Three Little Pigs” to recognize words they have learned in Mandarin class, such as “three,” “pigs,” and “house.” Students are split into groups and given the assignment to create a structure for the pigs to live in that can resist the “huffs and puffs” of the “big bad wolf.” Students construct their houses, which are then tested with a fan. The structures start far from the fan and are gradually moved closer and closer. Students then measure the closest distance to the fan before the house fails. Students brainstorm and rebuild based on their own new ideas and other students’ designs and then test their new structures. They will keep a journal detailing the distances until failure for each structure and information related to how they were able to improve their buildings. Finally, they present their findings to each other using Mandarin vocabulary.

The Symbiotic Classroom

A two-teacher classroom to maximize student learning and growth.

Subject Expert Teachers (SETs) are master teachers with real life expertise in their subject area. SETs only focus on one subject and are truly passionate about the content they teach, allowing them to bring life and vibrancy to the classroom.

Learning Expert Teachers (LETs) are skilled and experienced in pedagogical methods for the primary grades. LETs are responsible for one classroom of students, all day, every day, and lead them to work with a new Subject Expert Teacher in each class period.

Together, these experts focus on building a school culture of social-emotional and academic support, and craft engaging, thought-provoking lessons. They not only help students feel safe, supported, and ready to learn, but work to determine the best ways to deliver material, promote student engagement, and create an environment where students will best understand and retain what they learn in class. The one-on-one attention to students, team-oriented learning techniques, and focus on conceptual understanding helps students build confidence, stay motivated, and learn at an advanced pace.

Program Outcomes

At the beginning of each year, teachers issue a syllabus that includes an overview of the course and topics covered in their class. Beyond subject-specific goals centered on academic readiness for the next level, our Primary Program generally aims for students to be prepared and confident to move on to an advanced Middle School Program. In the Primary Program, our students:

Learn to be comfortable asking questions, utilizing their creativity, engaging with others, sharing opinions, and expanding their problem-solving skills
Uncover connections between different subjects, forge an understanding that concepts outside the classroom link together, and bridge content-rich coursework with critical inquiry and curiosity
Build important social and communication skills, as well as develop the ability to approach problems or challenges from multiple angles
Retain and improve knowledge as major topics are spiraled throughout every grade level to ensure mastery

The Curriculum

A curriculum designed to inspire connections.

Above all, our program in the Primary Years is designed to stoke the fire of a love of learning in students in an exciting period of their educational journey.

Connections

An interdisciplinary opportunity to creatively put knowledge to work.

Here are just a few examples of past Connections scenarios:

GRADE 1
- Theme: Egypt. In Humanities class, students learn about other communities and pinpoint the similarities between ancient peoples and modern cultures. For instance, students study Ancient Egypt, covering topics such as the development of agriculture and early societal structure, mythology, mummification and beliefs in the afterlife, pyramids, temples, and art and hieroglyphics.
- Scenario: Ancient Marketplace. “You are living in ancient Egypt. You must acquire the goods on the list given to you by trading with merchants from other Egyptian cities. Use the materials given to you to create items you can trade with the other cities.” Students are broken up into groups, each representing a different Ancient Egyptian city. Students are then given a list of goods to acquire and a set of materials that they can use to create tradable goods. Ancient Egyptians used a barter system instead of money—students will do the same, exchanging their goods with students from other cities, and learning about economics in the process.
GRADE 2
- Theme: Engineering. Engineering is an exciting and creative field, and the “Engineering Design Process” (EDP) has the potential to help students strengthen their understanding of concepts from their other courses. In their Engineering & Technology class, engineering is taught using a hands-on, trial-and-error methodology. Instead of being instructed on the best way to build a structure, students instead plan and build what they think is best and then test it. They can then brainstorm, rebuild, and retest the structures to improve their creations. The BASIS Curriculum Connections course provides a perfect opportunity for students to use what they have learned about the EDP in conjunction with topics from art, science, and other courses to demonstrate their knowledge in a fun way. The unit below brings together students’ engineering and Mandarin courses.
- Scenario: Three Little Pigs Rebuild. Students begin by watching a Mandarin version of “The Three Little Pigs” to recognize words they have learned in Mandarin class, such as “three,” “pigs,” and “house.” Students are split into groups and given the assignment to create a structure for the pigs to live in that can resist the “huffs and puffs” of the “big bad wolf.” Students construct their houses, which are then tested with a fan. The structures start far from the fan and are gradually moved closer and closer. Students then measure the closest distance to the fan before the house fails. Students brainstorm and rebuild based on their own new ideas and other students’ designs and then test their new structures. They will keep a journal detailing the distances until failure for each structure and information related to how they were able to improve their buildings. Finally, they present their findings to each other using Mandarin vocabulary.

The Symbiotic Classroom

A two-teacher classroom to maximize student learning and growth.

Program Outcomes

Learn to be comfortable asking questions, utilizing their creativity, engaging with others, sharing opinions, and expanding their problem-solving skills
Uncover connections between different subjects, forge an understanding that concepts outside the classroom link together, and bridge content-rich coursework with critical inquiry and curiosity
Build important social and communication skills, as well as develop the ability to approach problems or challenges from multiple angles
Retain and improve knowledge as major topics are spiraled throughout every grade level to ensure mastery

Sample Schedules
& Curriculum Detail

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Meet Our
Teachers

Ms. Florando

Learning Expert Teacher

Ms. Florando earned her Early Childhood Education credits from Mission College and completed a Bachelor of Arts in Early Childhood Education at Pacific Oaks College. She has worked in Early Childhood Education since 2012, most recently as a Pre-Kindergarten English-speaking teacher at an English and Chinese Bilingual school. Her goal as a Grade 1 LET is to inspire and guide students to be successful in their educational journey. She helps them learn by connecting the lesson to the real world and engaging with their interests. Ms. Palacio also allows children to collaborate and share what they are learning with one another, and offers them the opportunity to share their own opinions and ideas in a respectful environment.

She chose BASIS Independent because our curriculum provides children the opportunity to gain new knowledge by making connections between their classes. The foundational skills and knowledge that are imparted to students in our program inspires and motivates her to excel as an educator. She believes children are capable and passionate learners. Ms. Florando’s teaching philosophy focuses on the uniqueness of every child’s learning abilities and personality, while guiding them to achieve their educational goals and beyond. By providing children the support and engagement in a stimulating learning environment, they are able to gain independence and become critical-thinkers. She continued, “Students learn best when they are faced with challenges and problem-solving opportunities, when teachers support their learning and are empathetic towards their needs, and when student and teachers create a trusting and respectful relationship.”

When she is not in the classroom, Ms. Florando loves to experience new places! Whenever she gets the chance, she also loves to go to Disneyland! Spending time with loved ones and her two dogs is always a treasured opportunity. Some fun facts: she loves to sing, dance/choreograph hip hop, and draw!

Mr. Haberlach

Physical Education

Mr. Haberlach

Subject Expert Teacher Physical Education

Mr. Haberlach has a Bachelor of Science in Education with a Major in Physical Education from Western Oregon University, as well as a Master of Science in Exercise Science from Concordia University – Chicago. He is also a National Strength and Conditioning Association Certified Personal Trainer.

As a Physical Education Subject Expert Teacher at BASIS Independent Silicon Valley Lower School, his goal is to teach the students that exercise is important for physical, mental, emotional, and social health. He teaches different exercises that are fun, but that also build strength and endurance. Mr. Haberlach ensures that his classes encourage and motivate students to make exercise as part of their everyday routine so that they eventually turn into lifelong habits. Students will participate regularly in a wide variety of exercises and sport activities. They will learn that exercise can be done individually or in small groups and that both methods can be fun and rewarding. They will learn that exercise will make them feel more alert and more energized and that it is an important daily activity.

Some of his favorite activities to teach TK- Grade 5 students are motor skills with a focus on how to move the body correctly. Developing motor skills at a young age is the foundation for all types of exercise, sports, or activities that they will participate in throughout their lives. Students learn best in physical education classes by using a progression method that starts at an easy level that slowly builds to more difficult skills. The progression method allows many repetitions and practicing those skills before advancing to another level of skills.

In his free time, Mr. Haberlach enjoys going backpacking in the Sierra Nevada Mountains with his wife and three children. Backpacking is a great opportunity to spend quality time with family, away from the distractions of everyday life.

Ms. Jayapal

Learning Expert Teacher

Ms. Jayapal received a Bachelor of Arts in Engineering with Distinction from Madras University. More recently, she completed 13 core units of Early Childhood Education from Ohlone College in Fremont.

One of the reasons our school is a good fit for her is that she appreciates the challenging curriculum. She believes that each student is unique and helps to create a warm learning environment in the classroom by their specific participation. She takes her role in education very seriously, feeling that schools have an incredible responsibility. “Both substantial morals and academic knowledge must be imparted to students during their education to help them do well in society and beyond school.” Ms. Jayapal explained that her part in this is a commitment to understanding the concepts well enough to be able to explain them to the students in a formulated way. Her main goal in the classroom is to spend time on concept building and helping kids develop a productive learning ethics. Ms. Jayapal finds it especially rewarding to witness students achieving academic excellence.

Ms. Jayapal loves outdoor activities like hiking, camping, and going on walks. She is also a licensed Zumba instructor.

Ms. Ju

Mandarin

Ms. Ju

Learning Expert Teacher Mandarin

Ms. Ju earned a Bachelor of Arts in Teaching Chinese as a Second Language at Shanghai Normal University, and then a Master of Science in TESOL at University at Albany-SUNY. Teaching is her passion. She has taught at other private schools in the Bay Area and is very excited to work for BASIS Independent Silicon Valley Lower School. Our school mission is to educate students to the highest international levels, which Ms. Ju feels perfectly matches her teaching philosophy. “BASIS Independent school has intelligent students, excellent expert teachers and an amazing curriculum,” she explained. This is a wonderful environment for me to continue to hone mydevelopment as a teacher.”

As an educator, her goal is to guide students while they explore, follow, and achieve their dreams. Another key goal is to help her students understand and appreciate that learning is an ongoing process that never ends. Ms. Ju feels that it is important to teach students about respecting others and to treat others how they would like to be treated. She believes that each student is unique and should be valued. She commits to assisting stu-dents in discovering who they are and what they need, so they can express their own opinions and nurture their own ideas. Ms. Ju helps students to fulfill their potential by believing in them as capable individuals. She believes that it is her responsibility as a teacher to facilitate the learning process, and to promote a safe, productive and inclusive environment, which in turn improves her students’ social, intellectual, and emotional skills. She hopes that her students feel comfortable in relating to her as a tool to help lead them to success.

As a Chinese language teacher, Ms. Ju believes that students not only learn various linguistic knowledge, they also develop skills on how to use Mandarin as a tool of communication. An important part of her teaching is to guide students to learn and understand Chinese culture. For example, to incorporate all kinds of cultural elements in her lessons, such as history, social values, customs，beliefs, traditions and so on. These help guide classroom discussions and encourage students to participate in cul-tural events. She enjoys using tools like group discussions in these lessons, so that they can collaborate together and think of things they might not have otherwise on their own. She will include music whenever possible, as it maximizes engagement on any topic. And it’s a lot of fun!

When Ms. Ju is not teaching, she enjoys hiking, traveling, watching movies, cooking, and spending time with her family.

View All Teachers

OVERVIEW

The Curriculum

A curriculum designed to inspire connections.

Connections

An interdisciplinary opportunity to creatively put knowledge to work.

The Symbiotic Classroom

A two-teacher classroom to maximize student learning and growth.

Program Outcomes

The Curriculum

A curriculum designed to inspire connections.

Connections

An interdisciplinary opportunity to creatively put knowledge to work.

The Symbiotic Classroom

A two-teacher classroom to maximize student learning and growth.

Program Outcomes

Sample Schedules & Curriculum Detail

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Meet Our Teachers

Ms. Florando

Ms. Florando

Mr. Haberlach

Mr. Haberlach

Ms. Jayapal

Ms. Jayapal

Ms. Ju

Ms. Ju

Sample Schedules
& Curriculum Detail

Meet Our
Teachers