2022-23 Middle School Admission Packet by The Harker School

Middle School GRADES 6-8 Find your passions!Find your passions!

— Omar Khan, grade 8

Evan DIVISIONMIDDLEBarthSCHOOLHEAD

It is important to make a good match between an individual student and a school’s offerings, and we are excited that you are interested in Harker. There is no single type of Harker student, and students here have so many paths to walk to help figure out what drives them. Athletics, performing arts, debate, clubs and competitions, research, hanging out with friends – you will not be bored! We have a dynamic faculty who love both the classes they teach and you, the students. Talk to your future classmates as you visit our campus and ask what they like best about Harker. You might be surprised by the variety of answers ranging from writing class, student leadership, the library, or lunch! You’ll see our signs on campus: “It’s a great day to be an eagle!” and we hope you will agree!

WELCOME

“ I love the community at Harker; it’s really welcoming! The students are friendly hardworking.andAnd Harker’s amazing teachers are so kind and guide you through the curriculum which has a lot of variety and flexibility.”

Bernie Morrissey, Librarian B.S. DePaul University M.L.I.S. Dominican University

Keith Hirota, History, Dept. Chair 6-8 B.A. University of Hawaii at Manoa P.D. University of Hawaii at Manoa Margaret Huntley, Math B.Ed. Univesity of Canberra (Australia)

Jennifer Walrod, Director of Global Education B.S. State University of New York at Geneseosa M.A. Teachers College, Columbia University

MIDDLE SCHOOL ACADEMIC STAFF

Danielle Holquin ’95, Middle School Admission Director

Anna Dubey, Spanish B.A. Fundación Universitaria Los Libertadores (Colombia)

Melinda Gonzales, Academic Counseling B.A. Barnard College M.S. Columbia University Ph.D. Columbia University

Kumi Matsui, Japanese B.A. Seikei University (Japan) M.A. Texas Tech University M.A. University of Arizona

Cyrus Merrill, History B.A. Pomona College M.A. University of Texas at Austin

Henry Cuningham, English B.A. University of North Carolina M.A. East Carolina University

MIDDLE SCHOOL FACULTY

Samuel Linton, Computer Science BFA University of Illinois at Chicago

Elizabeth Brumbaugh, Director of Learning, Innovation and Design TK-12 B.A. California State University, East Bay M.S. California State University, East Bay

Our teaching team is the cornerstone of our middle school. Harker teachers work with early adolescents because they are drawn to this dynamic age group, when students are uniquely curious about learning and exploring their own interests. They also bring pas sion and expertise to their classrooms. Many of our teachers hold advanced degrees in their subject areas and participate in ongoing professional development. Others find time to actively contribute in their professional fields by publishing literary works or academic papers, performing on stage or receiving artwork commissions.

Debra Nott, Director of Nursing B.S. California State University, Bakersfield Josie Porcella, 6-12 Learning Specialist B.A. University of San Francisco M.A. San Francisco State University

Kara Seeger, Academic Counseling B.A. University of California, Davis M.A. Santa Clara University Lauri Vaughan, TK-12 Library Director B.A. St. Bonaventure University M.L.I.S. Rutgers University

Patricia Lai Burrows, Assistant Division Head B.A. Queen’s University (Canada) B. Ed. Queen’s University (Canada) M. Ed. Chapman University

Rachel Erickson, Physical Education B.S. The University of Georgia Jessalyn Espiritu, Performing Arts B.A. University of California, Santa Barbara M.A. University of San Francisco Eve Ferber, History B.A. Stanford University

2022-23 ADMINISTRATION & MIDDLE SCHOOL FACULTY/STAFF GRADES 6-8

Teacher development and support is an essential component of our middle school program. Our teachers enjoy internal and external professional development opportunities. With the support of our librarians, technology staff, counselors and a learning specialist, our teach ers have the in-house support they need to devote their energy to creative and caring classroom teaching.

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Evan Barth, Middle School Division Head B.S. Stanford University M.S. Stanford University

MIDDLE SCHOOL FACULTY

Nathan Fleming, Debate B.A. University of California, Berkeley Xiuyu Gao, Mandarin

Tina Kim, Science B.S. Entomology, University of California, Riverside Randy Le Gris, Physical Education B.A. University of Michigan

Sharmila Misra, Computer Science B.Eng. Basaveshwar Engineering College (India)

Jeremiah Brewer, Physical Education B.S. Indiana University Clark Brown, Performing Arts B.A. University of Southern California M.A. Indiana University

Eric Montany, Science B.S. California Polytechnic State University, San Luis Obispo

Benjamin Morgensen, Science B.S. University of California, Santa Barbara Kristen Morgensen ’93, Science B.S. California Polytechnic University, San Luis Obispo M.S. Texas A&M University

Graduate The Normal College of Jianghan University Graduate Wuhan University

B.S. Saint Mary’s College of California Qi Huang, Electronic Resources Librarian B.S. Zhejiang University (China) M.S. Northeastern University, Shenyang (China) M.L.I.S. University of British Columbia (Canada)

Tamar Hawk, Science B.A. Binghamton University J.D. Santa Clara University

Noriyo Ikeda, Japanese B.A. Hosei University (Japan) Vandana Kadam, Math, Dept. Chair B.S. Bangalore University (India) Business Administration Degree, Bangalore University M.S.(India)Bangalore University (India)

Lisa Masoni, Latin B.A. Williams College

Katie Champlin, Performing Arts B.A. University of California, Santa Cruz Arabelle Chow, English, Dept. Chair B.A. University of California, San Diego

Blake Edwards, Physical Education B.S. Lamar University M.A. San Jose State University Miran Eldeeb, Math B.S. Alexandria University (Egypt) M.S. San Jose State University

Marjorie Hazeltine, English B.A. Arizona State University M.A. University of North Carolina at Chapel Hill Steven Hewitt, English B.A. Colby College

Dan Gattozzi, English B.A. Ohio University M.A. Carnegie Mellon University Anju Gautam, Math B.A. Guru Nanak Dev University (India) B.Ed. Guru Nanak Dev University M.S. Guru Nanak Dev University Mark Gelineau ’90, English B.A. University of Puget Sound Sabina Grogan, English B.A. University of California, Santa Cruz MFA University of California, Irvine M.A. University of California, Davis

Middle School GRADES PROGRAMS6-82022-23

Extracurricular

Information in this brochure represents our program for the previous academic year year your student enrolls, there may be slight changes to the program

Offerings 3 English 4 Mathematics 4 Science 5 Social Studies 5

GRADESPROGRAMSSCHOOL6-8•2022-23

THE HARKER SCHOOL

Modern and Classical

The

TABLE OF CONTENTS

Languages 6 Computer Science 6 Performing Arts 6 Physical Education and Health 7 Electives 8 Math 8 Computer Science 8 Visual Arts 8 Performing Arts 10 Speech & Debate 12 Study Hall 13

MIDDLE

Introduction

2 Sample Daily Schedule 2

Office Hours are within the school day as well; this provides students an opportunity to seek additional help and guidance from their teachers.

Clubs are within designated time slots during the academic day.

•

AFTER-SCHOOLPROGRAMS3:35-6p.m.

INTRODUCTION

• SAMPLELunchSCHEDULEClass1Class2BreakAdvisoryClass3Class4&ActivityClass5Class6Class7Class8 SciencePerformingAthleticsDanceDebateArtsBASEActivitiesStudyHallResearch(Grade 8)

In Harker’s middle school program, academic placement in small classes is tailored to optimize student success invest in: comprehensive curriculum expert teachers small classes leading-edge technology extensive academic support high-quality programs

Harker promotes academic excellence, inspires intellec tual curiosity, expects personal accountability and forever instills a genuine passion for learning

•

CLUBS & OFFICEtimesHOURSvary

ALL INCLUDINGCLASSESELECTIVES

Beyond our core academic subjects, our students can also explore their interests and find their passions in a variety extracurricular offerings, including performing and visual arts, athletics and dozens of clubs (see list below)

A wide variety of after-school programs and extracurriculars available; your child will discover new interests or develop existing ones

Love Food Food DécorCornerArt

Blackford Technology Club Club

Track & WaterVolleyballFieldPolo

Art Club – Clay Art

AFTER-SCHOOL OFFERINGS (BASE PROGRAM)

Sample Specialty Classes (additional fees apply)

Lacrosse (girls)

Activity Ave (center for drop-in activities such as board and video games, bumper pool, foosball and a movie room)

Improv

Food Art

Private music lessons: bass/guitar, clarinet, flute, saxophone, violin/viola

CLUBS

SpeechChessJapanCluband Debate Club

EXTRACURRICULAR OFFERINGS (subject to change )

Junior Classical League Math ScienceClubResearch Club Service Club

Comic Book Club

ATHLETICS

Ace BadmintonClub Club

Baseball GolfFlagCrossBasketball(boys)CountryFootball

Sample Drop-in Activities (included in tuition)

FutureeCybermissionProblem Solvers

Arts & Crafts

TennisSwimmingSoftballSoccer

Spirit Club Tech Theater Club Drama Club

This course is a one-year preparation for a study of Alge bra 1 topics Key strands include algebra, simplifying/ evaluating expressions, problem-solving with linear equa tions/inequalities, ratio and proportion, linear functions, percents, measurement, area and volume, probability, polynomials, geometric constructions, right triangle rela tionships, angle relationships and transformations and data analysis with TI applications

The English curriculum encompasses the four areas of grammar, vocabulary development, formal writing and lit erature study Therefore, three levels of each English are taught, with a student’s placement designed to enhance strengths and develop and support weaker areas Ongo ing evaluation through the year ensures flexibility, and students are moved between levels as warranted Gram mar skills encompass learning the parts of speech and components of strong sentences, with additional focus on syntax within various types of sentence structure Vo cabulary is taught within the literature as well as through an online program that emphasizes multiple modalities of learning and the incorporation of new words into the students’ own personal lexicons Literary concepts such as theme, conflict, and figures of speech are taught and

Pre-Algebra A & Pre-Algebra B

Algebra II/Trigonometry Honors

Pre-Algebra A and Pre-Algebra B is a two-year pre-algebra sequence that prepares students for a study of Algebra 1 topics Key strands include algebra, simplifying/evaluat ing expressions, problem-solving with linear equations/ inequalities, ratio and proportion, linear functions, percents, measurement, area and volume, probability, polynomials, geometric constructions, right triangle rela tionships, angle relationships and transformations and data analysis with TI applications

equations, functions, word problems related to work, cost and mixture The course also uses the TI-84 calculator to help students visually understand graphing Problem-solv ing is integral to both regular and honors level courses

Expository Writing

MATHEMATICS

ENGLISH

Algebra 1 and Algebra 1 Honors

This is a rigorous, first-year algebra course with emphasis on theory and application beyond mechanical processes The concepts taught include solving a system of equa tions, factoring quadratic polynomials, solving polynomial

This course in Euclidean geometry, taken after Algebra 1 or Algebra 1 Honors, aims to present geometry to stu dents as a problem-solving course It also aims to help students acquire skills in making logical conclusions and developing their visual spatial skills By the end of the course students are able to write narrative proofs and two-column proofs; solve problems related to geometry; demonstrate skills in using auxiliary figures in solving geometric problems; list properties of special geometric figures such as triangles, parallel lines, circles, quadrilat erals and platonic solids; construct geometric figures us ing a straight edge and compass In addition the course uses Geometer’s Sketchpad software to strengthen the understanding of concepts with visual effects

As writing is an essential skill, students in grades 7 and 8 take this course for one semester each year, in addi tion to their English classes The course is designed to encourage organizational, evaluative and critical-thinking skills A strong emphasis is placed on coherence, sup port, and sentence structure as students explore vari ous kinds of writing, including narrative, persuasive, and research pieces

This is a second-year advanced algebra class, taken after Geometry Apart from solidifying the concepts learned in Algebra 1, the course involves applications of algebraic concepts, analysis of information, making conjectures and giving convincing arguments to prove statements Topics covered include polynomials, quadratic functions, analytic geometry, logarithms, sequences and series, and triangle trigonometry including laws of sines and co sines There is an emphasis on extensions of ideas and concepts and on problem-solving

Students read short stories, poetry and a variety of literature that changes from year to year All literature is chosen to be challenging and provide many opportunities for rich analysis

analyzed, and provide a foundation for analytical writing

Pre-Algebra Honors

Geometry and Geometry Honors

The curriculum allows for flexibility and a wide range of skill levels Each student is enrolled in the course which best fits his/her needs, regardless of grade level Flexible groupings give students the opportunity to be consis tently Pleasechallengednote:More advanced courses are available for students needing a math class beyond PreCalculus Honors

During the middle school years, in addition to a deep un derstanding of content and the intersection between his torical events and themes, a greater emphasis is placed on developing research, writing and questioning skills

This course will expose students to early, ancient, and pre-modern history in Africa, the Middle East, Asia and Europe Through a close examination of early civilizations, students will recognize how people evolved from hunters and gatherers to members of highly advanced civilizations Students will understand how geography and the trade of goods, ideas and religion, and even disease, influenced the rise and fall of entire cultures and civilizations

Grade 7: World Studies - Medieval History

This course gives students a survey of American history from earliest contact to modern times Students obtain fundamental facts about our nation’s past as well as analyze how these events have affected the course of history in the United States Students’ understanding is enhanced by visiting many of the locations studied during an annual eighth grade trip During this trip, students study historical events at Williamsburg, Jamestown, Pam plin Park, Mount Vernon, and of course Washington, D C , where they visit a variety of locations including Smithson ian museums, memorials and monuments, and Capitol Hill Students also meet with alumni currently working in and around Washington, D C , affecting positive change in our society

new examination of the concepts of reason and authority, the natural rights of human beings and the divine right of kings, experimentalism in science, and the dogma of be lief Finally, students assess the political forces let loose by the Enlightenment, particularly the rise of democratic ideas, and they learn about the continuing influence of these ideas in the world today

SCIENCE

Biology topics include ecology, biochemistry, cell biology, molecular biology, genetics, evolution, and anatomy and

Grade 6

Pre-Calculus Honors

class is also available after school to interested eighth graders Students will learn best prac tices as they relate to science research and will develop a research project under the guidance of a mentor

topics taught include exponential and logarithmic func tions, analytic trigonometry, applications of trigonometry, and graphs of polar equations Use of computer software such as Mathematica is also an integral part of the PreCalculus Honors class

Grade 7

Grade 6: Ancient History

Chemistry and physics topics include general properties of matter, physical and chemical changes, elements, compounds, atoms, the periodic table, bonding, chemical reactions, motion, forces, work, momentum and energy

Grade 8: United States History

Students who have completed Algebra 2 and Geometry are eligible to take this course The focus in the course is on analyzing information beyond what is stated Explora tions form an important part of this course where the

Social Studies

The science curriculum develops an understanding and application of the scientific method through interactive hands-on student experiences Throughout all science courses, students will be practicing essential skills, such as: asking questions and defining problems; developing and using models; planning and carrying out investiga tions; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence; and obtaining, evaluating and communicating information In grades 7 and 8, each class below also has an honors curriculum

Grade 8

SOCIAL STUDIES

Earth Science topics include the scientific method, met rics, laboratory safety, meteorology, scale models and

Aphysiologyscienceresearch

In this course, students study the geographical, religious, political, social, cultural and technological changes that occurred concurrently in Europe, Africa, Asia and the Americas in the years A D 500-1789 Students will examine the growing economic interaction among civilizations as well as the exchange of ideas, beliefs, technologies and commodities Students learn about the resulting growth of Enlightenment philosophy and the

experimental design, geology and environmental science

MODERN AND CLASSICAL LANGUAGES

language Students may choose from four modern lan guages - French, Spanish, Mandarin or Japanese - or one classical language - Latin We require all sixth graders to take a beginning level (level 1A) of their chosen lan guage in order to fully understand the study of a foreign language at Harker Students are able to develop all of the basic skills required to successfully study a foreign language, including listening, speaking, reading and writ ing For the modern languages, emphasis is placed on a communicative approach, while reading and writing are the focal points of Latin Spanish students also have the opportunity to participate in a language immersion trip to Costa Rica

Students will be introduced to the Design Thinking pro cess through computer game design Students will use this process (similar to software development lifecycle/ AGILE) to create games and solve problems for each other Students will learn how to publish and commu nicate their designs through a variety of tools such as Google sites, forums and presentations

Grade 6: Music and Drama (required)

Students create their own websites on topics of their own choosing using the techniques learned in the class No prior programming experience is required, but students with experience will have the opportunity to explore more advanced topics

All Harker students are required to study one world

the conclusion of each semester, students showcase what they have learned with a performance These performanc es aim to enhance confidence and poise

In middle school, computer courses are designed to en hance a student’s ability to solve problems while refining research and technological skills Students also develop their ability to express an idea using a variety of media and are introduced to computer programming concepts Our courses are not language specific They are designed to develop problem-solving and logical reasoning skills These skills will provide students with the foundations of programming that can be applied to any language

topics covered include HTML5, CSS3, and Javascript, and how they work together in modern web applications

Grade 7: Computer Science (required)

The dance class enhances students’ coordination and flexibility, allows them to focus on moving their bodies and limbs with agility, strength and fluidity It teaches students to use momentum and control as they dance

Grade 8: Computer Science (required)

PERFORMING ARTS

Grade 6: Physical Education Dance

Three weeks out of the school year all grade 6 students attend a dance class with a Harker dance instructor

Although most students keep the same language throughout middle school, the students may switch languages at the end of their grade 6 year Students who have previous formal academic experience with a language at that point may be administered a placement test to ensure the best placement for ongoing language study Middle school language courses are not intended for native speakers Students with a native experience or fluency with a language may choose that language in grade 9, where they may be appropriately challenged in advanced classes

COMPUTER SCIENCE

This course introduces web programming to the middle school student, with an emphasis on concepts com mon in programming languages and frameworks The

Grade 6: Computer Science (required)

This course introduces students to systems thinking and top-down design The course introduces the fundamen tals of computer architecture and emphasizes develop ment of computational thinking which is essential for programming Students explore flowcharts as a way to solve problems in processes and systems Students are introduced to databases through online visual lessons using Structured Query Language (SQL) and become fa miliar with how data is organized, updated, and retrieved Students learn HTML to create websites for their peers using the Design Thinking process (similar to software development lifecycle or AGILE)

The course takes a hands-on, project-based approach

All students take a course in music and drama during one semester of their grade 6 year Students explore the joys of music through the element of vocal techniques, musician ship and basic theory and note reading A history of the development of music explores a wide variety of genres In drama, students will use various techniques to build a character, use their bodies and voices in interesting ways, and create effective stage movement and design They begin to explore leadership skills leading warm-ups, teach ing theater games and participating in improvisation At

Grade 7-8: Physical Education Dance

Grade 7

and gives them the opportunity to explore moving to the rhythm and tempo of music This program provides basic dance skills in jazz, modern and ballet Students build on these skills from grade level to grade level A creative dance component allows students to explore creating their own movements in small groups and alone

Three weeks out of the school year, all grade 7-8 stu

The physical education program offers opportunities for students to participate in a wide range of physical activities, learn the fundamentals of team and individual sports, learn personal fitness skills, interact within their social world and develop healthy lifetime habits and inter ests Health topics, including mental as well as physical health, maturation and drug education are a part of the physical education curriculum

The grade 7 physical education curriculum comprises units including tumbling and body management, racket sports, track and field, fitness testing, dance, court games and base games The health education curriculum is based on the health triangle and provides the students with information on mental, physical and social health issues as well as substance abuse skills and prevention The objective of the curriculum is to provide students with healthy life skills and refusal skills for substance abuse

The focus of grade 6 physical education is on learn ing skills through cooperation Specific skills include underhand and sidearm throwing and catching, striking with body parts and objects, circus skills, creating new games, fitness testing and dance The health education curriculum is based on the nine content areas of health: community health, environmental health, personal health, family health, nutrition, disease prevention, injury prevention, substance abuse, and growth and develop ment The objective of the curriculum is to provide the students with basic health knowledge, life skills and healthful behaviors

Grade 8

dents attend a dance class with a Harker dance instruc tor as part of their physical education class The dance class enhances students’ coordination and flexibility, allows them to focus on moving their bodies and limbs with agility, strength and fluidity It teaches students to use momentum and control as they dance and gives them the opportunity to explore moving to the rhythm and tempo of music

PHYSICAL EDUCATION AND HEALTH

Grade 6

The grade 8 physical education curriculum comprises units including invasion team sports, team net sports, team field sports, fitness testing and dance The health education curriculum provides education in three main areas: health education, first aid and injury prevention and sex education The objective of the curriculum is to provide the students with healthy attitudes and values toward relationships, and knowledge and life skills for healthy living

Visual Arts

ments and principles of design Lessons presented focus on engaging the students’ imaginations, enhancing criti cal thinking skills and developing technical and percep tual abilities Students are also introduced to artists and art movements from history with follow-up assignments that give them the opportunity to interpret style and theme using their own imagery Materials explored in clude all varieties of graphite, paints, pastels, wood, clay, wire, plaster and mixed-media collage The curriculum is articulated with the California Standards for Visual Arts

Grade 6: Innovation Lab

This course offers an introduction to Java for the middle school student The class uses the Processing integrated development environment, which allows students to learn programming through the creation of graphics, anima tions and sounds Students are encouraged to experi ment, but also complete projects that include developing designs, writing code and de-bugging programs Con cepts covered include variables, arrays, strings, loops, conditionals, methods, objects and classes

GradesMath

Grade 6: Elective Art

Students will design, problem-solve and learn through curiosity and play Projects completed by students may involve one or more of the following workstations within the lab: 3-D printing, textile crafts, electronics, program ming or multimedia

Middle school electives give students an opportunity to discover new talents or explore an area of interest even further All grade 6 electives meet three days a week for one semester Sixth graders choose two electives, one for each semester

Computer Science

Grade 7-8: Engineering and App Design

American Scholastic Mathematics Association and the California Math League Ten students from this class will be selected to represent The Harker School in the MATHCOUNTS competition Students are selected for this elective based on their scores on the entrance test, their interest in solving challenging problems, perfor mance in their math classes and recommendations from math teachers

Grade 7-8: Java Programming

This course is a hands-on, project-based course in electronics and microcontroller systems The first seg ment of the course covers basic electronic theory and circuit diagrams Students construct circuits with com ponents such as batteries, resistors, LEDs, capacitors, buttons, and transistors on breadboards They then learn to solder permanent circuits on perfboards The second segment of the course covers the creation of Arduinocompatible microcontroller systems, including circuitry and software There is a final project of the students’ own choosing No prior electronics or programming expe rience is required for this course

It is important that students continue to experience and explore the artistic aspects of life in middle school, to complement their academic experiences In addition to a year of music in grade 6, students may also select from a variety of electives to complete an additional experi ence in the fine or performing arts Students may choose to broaden their knowledge in a current area of interest or explore and develop new passions

All grade 7-8 electives meet five days a week for one semester Seventh and eighth graders choose one elec tive for the year

7-8: Math Elective

8 ELECTIVES

Students experience a variety of art media in both two and three dimensions The lessons explore the art ele

Students are exposed to different kinds of contest problems that are challenging and exciting at the same time They work on problems independently as well as in teams This math course will help students better understand problem-solving that is a critical part of all math contests All students in this class participate in contests hosted by various organizations including the Math Olympiad for Elementary and Middle Schools,

Using the create process called design thinking, students will develop solutions to unique problems or challenges

• Mixed Media: culminating project of kinetic sculp ture, stabiles and standing mobiles

Grade 7-8: Ceramics I

• Clay: wheel throwing, hand building

Students will work extensively in the medium of clay inter preting themes and completing assigned projects Each theme is designed to challenge the student’s imagina

tion, explore ideas and promote conceptualization skills Students will experience the process of creativity through the workings of the design cycle: ideation, planning and execution In some instances, students will draw their ideas two-dimensionally and deconstruct them in order to determine how to make them out of clay before they handle the actual material In many cases they will make smaller models before embarking on a large-scale form Students will learn in all methods of clay construction with a focus on designing within the nature and character of clay itself In addition, students will have ample oppor tunity to use the potter’s wheel and develop this unique skill This course solidifies students’ skills and abilities in self-expression through the aesthetics of clay and prepares them for specialization in upper school Ceram ics from different historical periods, cultures, art move ments and artists will be studied in order to promote art appreciation and understanding There is also strong emphasis on building a foundation and understanding of the elements and principles of art and design

This course continues with Art II where these foundation skills are further developed

This is an advanced class in ceramics, building upon Ceramics I, with a focus on the pottery wheel Students meet daily for one semester and build on skills devel oped in Ceramics I Students will solidify their skills using the wheel, initially producing functional ceramics The first eight weeks of class will focus on practicing the finer mechanics of wheel production Students move on to more complex forms as they successfully pass skill tests on each basic form Once wheel mastery has been ac complished, students extend their skills into the creative realm exploring wheel-altered form, sculptural effects, integrating extruded forms, and hand-built forms The second half of the semester is student-directed proj ects; based on the research of artist and style, students build connections into their imagery and meaning using

This semester-long course focuses on theme-based les sons exploring the medium of clay In addition, students will use the semester to practice and develop their skill using the pottery wheel with an emphasis on creating functional ceramics Each lesson theme will engage the student’s imagination and introduce a central idea which they will express There is emphasis on the design pro cess of ideation with two-dimensional visualization and composition explored for each project The designs are fully developed on paper and then transferred into threedimensional expression in clay Sequential lessons build student skill levels from basic to more challenging experi ences in the handling of clay There is also strong em phasis on building a foundation and understanding of the elements and principles of art and design

Grade 7-8: Sculpture

Lessons presented focus on engaging the students’ imagination, enhancing their critical thinking skills and developing technical and kinesthetic skills by handling a variety of materials Art from different historical peri ods, cultures, art movements and artists introduce each lesson to promote art appreciation and comprehension Lessons are taught within a theme that links the purpose and skills together within a project The semester is divided into three basic sections by media and style

• Wood: relief sculpture, free-standing sculpture

Grade 7-8: Ceramics II

Grade 8: Art II (Prerequisite: Art I)

This course is devoted to building a foundation in additive and subtractive sculptural techniques through an explo ration of the elements and principles of art and design

Grade 6: Ceramics

Grade 7-8: Art I

This course emphasizes development of individual skills and practices to prepare the student for articulation into the upper school’s visual arts program

Art I is designed for grade 7-8 students taking art for the first time Students experience a variety of art media in a progressive sequence exploring the visual art elements Art from different historical periods, cultures, art move ments and artists introduce each lesson to promote art appreciation and comprehension Lessons are taught within a theme that links the purpose and skills to each project Students work in a wide variety of media: clay, glass, wood, drawing, paint, found objects, collage, pho tography and some computer graphic work as well

Art II is a continuation of the work begun in Art I In Art I the focus is on the individual art elements In Art II the focus is on how the art elements are organized in composition and design Art II students learn how to compose, design and develop their own personal expression exploring the principles of design Materials used include clay, glass, wood, drawing, paint, found objects, collage, photography, and a minimal integration of computer graphics Students carry their ideas through from ideation to completion, demonstrating an increasingly complex sense of aesthet ics in both concept and art-making strategies Art class is dedicated to the creative spirit and it’s a place to relax and explore ideas Students participate in a shared art project with a sister school in France and in an online art gallery with students from a sister school in Australia

This ensemble explores a range of chamber and orches tral repertoire Providing a rich musical environment, stu dents have opportunities to work with professional musi cians in master classes and at outside music festivals

Students participate in a variety of activities focused on learning a variety of repertoire, sight reading, technique, notating, and composing and analyzing music

Students learn the fundamentals of theatrical design from concept through presentation in this semester-long course Using sketches, drawings, models, samples and

live demonstrations, students create working designs for every aspect of theater, including lighting, sound, scenery, props, costumes and special effects Specialty workshops, such as scenic painting, special effects makeup and costuming, add a practical, hands-on ele ment to the class

Performing Arts

Through acting exercises, projects, improvisation games and playwriting, students explore various elements of drama and performance Students practice what they learn in large group activities as well as individual and partner scenes This course is equally suitable for those students new to theater or those who have already dis covered a passion for it

Band, which includes all woodwind, brass and percus sion, explores a wide range of band styles from classical to jazz to contemporary, while engaging in activities such as fundamental development, reading, learning songs by ear, and performing in concerts For one semester, the band will meet during a class period for three days per week In the opposite semester, students will still meet as a band during the mid-day activity period three days a week, allowing for their second elective option during the elective period Students may take both String Orchestra and Band This course meets the prerequisite for Grade 7-8 Jazz Band and 7th & 8th Grade 7-8 Orchestra

Ceramics from different historical periods, cultures, art movements and artists will be studied in order to pro mote art appreciation and understanding There is also strong emphasis on extending the understanding of the elements and principles of art and design with their own artwork

Grade 7-8 students must participate in at least one fine arts opportunity during their seventh or eighth grade year Students can fulfill this requirement by taking any per forming arts elective, one of the fine arts electives, or participating in other fine arts at opportunities, such as after-school dance, working on musical scenery after school, crewing the middle school play, participating in the musical or Dance Jamz

Grade 6: Introduction to Technical Theater

Grade 6: Dynamics

Dynamics is designed for the student who loves high-en ergy choir performing Students sing, learn choreography and participate in a number of public and school perfor mances Proper vocal production techniques, including support, breathing, stance, harmony and vocal projec tion, will be emphasized Participation in Dynamics is a year-long commitment Students use their elective period in semester 1 for Dynamics and then in semester 2, students participate in Dynamics during a practice period that takes place within the school day

Grade 6: Drama

Grade 6: Harker Band

GRADES 7-8 PERFORMING ARTS ELECTIVES

techniques and aesthetics from an accomplished artist of their choice In addition, students will explore in-depth glaze application and study various surface treatments such as under-glaze, photo-transfer and stains to bring their completed pieces to fully designed ceramic art works

It is important that students continue to experience and explore the artistic aspects of life in middle school, to complement their academic experiences In addition to a year of music and drama in grade 6 and dance embed ded in their physical education classes, students may also select from a variety of electives to complete an additional experience in the performing arts Students may choose to broaden their knowledge in a current area of interest or explore and develop new passions

The drama elective is an introduction to the vocabulary and practice of theater and the dramatic arts

Grade 6: Orchestra

Grade 7-8: Concert Choir

Concert Choir is designed for grade 7-8 students who love high-energy choir performing Students sing the high est quality of music written for choir, from Renaissance masters to composers of the 21st century, learn chore ography and participate in a number of public and school performances Proper vocal production techniques, including support, breathing, stance, harmony and vocal theme using their own imagery Materials explored in clude all varieties of graphite, paints, pastels, wood, clay, wire, plaster and mixed-media collage The curriculum is articulated with the California Standards for Visual Arts projection will be emphasized Participating in Concert Choir is a year-long commitment Students use their elective period in semester 1 for Concert Choir and then

Dance Fusion:

Students wishing to participate in the fall play audition in September for a November production Rehearsals are after school

in semester 2, students participate in Concert Choir dur ing a practice period that takes place during the school day Concert Choir is a requirement for both Vivace and Harmonics; students who are in either group are concur rently enrolled in Concert Choir

This course is designed to prepare young musicians for more challenging work as ensemble members and overall musicians The program feeds directly into the curriculum of the upper school orchestra program Students receive a diverse musical education ranging from techniques in listening, rhythm and music theory and music history and are introduced to advanced repertoire The orches tra also has various performances throughout the year including the winter and spring concerts It is required

Harmonics is a highly skilled by-audition choir for stu dents who love to sing, act and dance Students study jazz, musical theater and standard choral repertoire; music theory, acting and dance; and present dynamic performances at various Harker campuses throughout the year and on their annual tour Harmonics members are also part of the cast of the annual spring musical

that students have had one year of music lessons Some auditions for selected instruments may be required This course is a yearlong commitment

Grade 7-8: Vivace

Grade 7-8 dance is offered every day after school Stu dents are offered a variety of styles including ballet, hip hop, jazz, modern and tap The dance classes consist of a center floor warm-up, across-the-floor programming and learning combinations and routines Flexibility and technique are the focus of the dance classes Students

Vivace is a traditional mixed choir of female and male voices that is chosen by audition only in the spring, and meets for the entire year Singers learn harmonies, tech niques for correct vocal production and various musical styles Vivace performs throughout the year both on and off campus

Students learn the fundamentals of theatrical design from concept through presentation Using sketches, drawings, models, samples and live demonstrations, students create working designs for every aspect of the ater, including lighting, sound, scenery, props, costumes and special effects Students gain hands-on experience by working on projects for major productions held on the middle school campus

Grade 6 dance is offered every day after school Stu dents are offered a varity of styles including ballet, hip hop, jazz, modern and tap The dance classes consist of a center floor warm-up, across-the-floor programming and learning combinations and routines Flexibility and technique are the focus of the dance classes Students who take Session II dance classes learn a routine for Dance Jamz, the middle school dance show Students must take Sessions I and II to perform in Dance Jamz, whereas Session III is optional

Grade 6: Dance

Grade 7-8: Acting & Scene Study

Grade 7-8: Jazz Band

Grade 7-8: Theater Production

This course is ideal for students who want to develop their acting skills, improve their oral communication skills or overcome stage fright Through games and trust-build ing exercises, the students work with a variety of part ners to build the foundations of a collaborative learning environment They learn basic performance skills, namely improvisation, pantomime and use of the body and voice to convey ideas and emotions Students discover how to develop characters through improvisation exercises and informal scene work The course culminates in more ad vanced acting projects, such as formal partner scenes, a short documentary-style film or a one-act play

Grade 7-8: Orchestra

Grade 7-8: Harmonics

Jazz Band is a yearlong course designed for instrumental ists interested in jazz performance Following the Nation al Standards for Arts Education, students will engage in a curriculum that prioritizes creativity, musicianship, playing technique and jazz history Course objectives include: 1) learning repertoire by ear, 2) improvising in a variety of tonalities, meters and styles, 3) reading selected reper toire, 4) composing/arranging, and 5) transcribing and analyzing selected improvisations Throughout the school year, students will perform in both small (combo) and large (big band) ensemble formats Auditions for selected instruments may be required This course is a yearlong commitment

Dance Fusion is an audition group comprising grade 4-6 boys and girls The high-energy routines feature the styles of jazz, hip-hop and Latin, as well as partnering skills Students selected are those who demonstrate good technique, stage presence, energy and commitment to dance They need to maintain good academic and citizenship standing Auditions are held the first week of school, and rehearsals are every Friday evening with monthly weekend rehearsals

Grade 6: Play

Grade 7-8: Dance

AFTER-SCHOOL PERFORMING ARTS

Grades 7-8: Introduction to Speech and Debate

Students will be introduced to the basics of public speak ing, debate and argumentation Students will learn presentation, research, organization and critical thinking skills They will practice delivering extemporaneous and prepared speeches Students will also learn the core argumentation and refutation skills that are common to all of the competitive debate formats Students will have the opportunity to participate in competitive events out side of school as part of the middle school speech and debate team This course is a prerequisite for the Debate 1 or Speech 1 class

Debate 1 will teach students more advanced debate skills Students will focus on preparing for competition in public forum or Lincoln-Douglas debate The class focuses on topic analysis, case writing, research and presenting a persuasive case Students will engage in practice debates and will have the opportunity to partici pate in competitive events outside of school as part of the middle school speech and debate team

Students who have taken Speech 1 may take this course to prepare competitive speeches and further develop skills in congressional debate Students will expand and improve their presentation, research and speech-writing skills, and will present practice speeches and learn to receive and provide peer critiques Students will work to improve their skills through drills and exercises tailored for each style of speech Students will have the opportu nity to participate in competitive events outside of school as part of the middle school speech and debate team This course is for students who have already taken Intro duction to Speech and Debate and Speech 1

Debate 2: Public Forum and Lincoln-Douglas Debate

Grade 6: Introduction to Speech and Debate

Showstoppers is a grade 7-8 girls audition dance group and High Voltage is the grade 7-8 boys audition dance group The focus of this select group of dancers is dance

Grade 7-8: Drama

Students wishing to participate in the fall play audition in September for a November production Rehearsals are after school There is also a spring musical which grade 7-8 students may audition for; rehearsals for that produc tion take place after school

technique, stage presence and teamwork Students need to maintain good academic and citizenship standings

Debate 1: Public Forum and Lincoln-Douglas Debate

Speech & Debate

Students are introduced to the basics of public speaking, debate and argumentation Students learn presentation, research, organization and critical thinking skills They practice delivering extemporaneous and prepared speech es Students will also learn the core argumentation and refutation skills that are common to all of the competitive debate formats Students will have the opportunity to par ticipate in competitive events outside of school as part of the middle school speech and debate team This course is a prerequisite for the Debate 1 or Speech 1 class stu dents may choose to take in grade 7 or 8

who take Session II dance classes learn a routine for Dance Jamz, the middle school dance show Students must take Sessions I and II to perform in Dance Jamz, whereas Session III is optional

Students who have already taken Debate 1 may take this course to prepare for competition in public forum and Lincoln-Douglas debate Students will improve their case writing skills and utilize each of the advanced skills learned in Debate 1 Students will present practice speeches, participate in practice debates and learn to re ceive and provide peer critiques Students will also work to improve their research skills through finding evidence in school databases, think tanks, books and news to support their arguments Students will have the opportu nity to participate in competitive events outside of school as part of the middle school speech and debate team

Speech 1: Individual Events and Congress

Speech 1 will engage students in competitive genres of public speaking and congressional debate After a brief review of public speaking basics, students will delve into exploring the aspects of extemporaneous speaking, per suasive speaking, the interpretation of literature and con gressional debate They will have the opportunity to apply their skills through various in-class speeches, drills and exercises Students present in class and peer review their classmate’s speeches Students will have the opportunity to participate in competitive events outside of school as part of the middle school speech and debate team

Speech 2: Individual Events and Congress

Grade 7-8: Showstoppers & High Voltage

Students may also take Study Hall as their elective op tion This time provides an opportunity for students to

STUDY HALL

work independently on their studying and homework

Grade 6-8: Study Hall

Soar with us! Middle School GRADES 6-8

an interscholastic team in each sport at each grade level. If there are a large number of skilled players in a grade, and opponents to play, we will consider adding a second team.

The middle school athletic program is structured to provide all interested students with an educational, enjoy able and appropriate experience. In order to accomplish these goals, we have created a structure that combines interscholastic opportunities for the most advanced students and a spirited and instructional intramural program for students who need to concentrate more on sport Wheneverdevelopment.possible,depending on the availability of competition, we will field

West Athletic

INTRAMURAL PROGRAM

by the numbers

MIDDLE ATHLETICSSCHOOL

Athletics are an important part of any adolescent experience – from learning new physical skills and sportsmanship to simply enjoying the activity and Manycompetition.students play sports for the sheer love of the game. But in our sports programs at Harker, on top of the thrill of competing and having fun with friends, students experience benefits that support their academic, social and emotional growth in middle school. Our coaches, teachers and club leaders work together to ensure our students are performing well in their academ ics and extracurricular activities. We schedule practices and club meetings at different times so that your student can be on the swim team and the debate team without skipping a beat.

• Swimming is mandatory on Monday Wednesday and Friday.

100% Eagle Pride 65% Participation 13 Sports Offered 36 Teams Fielded

• Track does not have mandatory practice days.

• Attendance is mandatory on Tuesday, Wednesday, Friday and all game days.

Bay Athletic League

Castilleja School, Crystal Springs Uplands, Eastside College Prep, The Girls’ Middle School, Keys School, The King’s Academy, Menlo School, Nueva School, Pinewood School, Priory School, St. Joseph’s Sacred Heart School, St. Matthew’s School, Woodland School, Highlands Christian, Redeemer Lutheran

We will form an instructional and devel opmental intramural program in sports where we have ample enrollment. These programs combine students from several grade levels in order to make it viable and fun for all. The goal of the intramural program is to help and sup port the developing athletes in order to better prepare them for an interscholas tic experience in the future and to meet the needs of recreational athletes.

• VA and and VB tennis practice TBD.

• Practices are held Monday–Friday, 3:45-5 p.m.

League

Interscholastic Middle School League –West (WBAL)

Bay

FALL Late-Aug.-Mid-Oct. Flag GolfGirlsSwimmingCrossSoftballFootballCountryLacrosseTournament EARLY WINTER Mid-Oct.-Mid-Dec. Boys Basketball Girls Soccer LATE WINTER Jan.-Mid-Mar. Boys Soccer Girls Basketball SPRING Mid-Mar.-Mid May Boys Volleyball Girls TrackGolfWaterTennisBaseballVolleyballPoloTournamentMeet

With experience in collegiate, profes sional and international sports teams, all of our coaches are qualified to offer your teen an excellent athletic expe rience. They are also supported with professional development opportunities to continue their growth in coaching our student athletes.

Harker’s coaches do more than just coach their sports. They serve as role models and mentors, helping our stu dent athletes develop into well-rounded individuals who are ready to lead teams, compete and succeed in the world.

Go Eagles!

Theresa Smith has been at Harker since 1990. She coached the upper school girls volleyball team to the CCS champi onship in 2019 and the Northern Cali fornia championship in 2007, and has amassed more than 350 wins as the varsity coach. In 2007 she was awarded the Positive Coaching Alliance Double Goal Coach award. Ms. Smith was inducted into the St. Francis High School Hall of Fame in 1992, one of only two female all-around athletes ever so honored. Most recently the 2021 CCS Volleyball Coach of the Year and the 2021 California Volleyball Coach of the Year. She played volleyball, basketball and softball at De Anza College, and attended Cal Poly San Luis Obispo on a full volley ball scholarship, playing basketball there as well. She was chosen as the Peninsula Times Tribune’s High School Athlete of the Year in 1983 and played on the USA Amateur Olympic volleyball team that won the gold medal in Australia in 1990.

COACHES

• first aid and CPR

THERESA SMITH Middle School Athletic Director

They hold NFHS (National Federation of State High School Associations) coach ing certifications, comprising extensive training in areas including:

• concussion awareness.

• coaching fundamentals

Contact: theresa.smith@harker.org 408.553.0389 (office)

Middle School | 4525 Union Ave., San Jose, CA 95124 | 408.248.2510 | admission@harker.org | www.harker.org OofC: 8/26/22 (RM) 1,200 Go Eagles!

Graduates from the classes of 2020-2022 matriculated to the following colleges and universities.

Amherst College 3 Babson College 4 Barnard College 1 Bellevue College 1 Boston College 2 Boston University 8 Bowdoin College 2 Brandeis University 1 Brown University 4 California Institute of Technology 7 California Institute of the Arts 1 California Lutheran University 2 California Polytechnic State University, San Luis Obispo 2 California State University Fullerton 1 Monterey Bay 1 Northridge 1 Carleton College 1 Carnegie Mellon University 26 Case Western Reserve University 5 Chapman University 14 Claremont McKenna College 4 Clemson University 1 Colorado State University 1 Columbia University 15 Cornell University 13 Dartmouth College 4 De Anza College 2 Drexel University 2 Duke University 12 Emerson College 2 Emory University 2 George Washington University 2 Georgetown University 5 Georgia Institute of Technology 5 Harvard University 12 Harvey Mudd College 1 Illinois State University 1 Indiana University 2 Johns Hopkins University 5 Loyola Marymount University 7 Macalester College 1 Massachusetts Institute of Technology 16 Mount Holyoke College 1 New York University 22

Northeastern University 2 Northwestern University 3 Occidental College 1 Olin College of Engineering 2 Olivet Nazarene University 1 Oxford College of Emory University 1 Pepperdine University 1 Pitzer College 3 Pomona College 2 Pratt Institute 1 Princeton University 7 Purdue University 13 Reed College 2 Rensselaer Polytechnic Institute 1 Rhode Island School of Design 1 Rice University 3 Rose-Hulman Institute of Technology 1 San Jose State University 4 Santa Clara University 6 Savannah College of Art and Design 1 Stanford University 27 Stetson University 1 Swarthmore College 2 Syracuse University 1 The Peabody Institute of The Johns Hopkins University 1 The University of Texas at Austin 5 Trinity University 1 Tufts University 3 Tulane University of Louisiana 1 University College London 1 University of California Berkeley 20 Davis 4 Irvine 8 Los Angeles 18 Merced 1 San Diego 9 Santa Barbara 15 Santa Cruz 3 University of Chicago 11 University of Colorado Boulder 2 University of Denver 1 University of Hawaii at Manoa 2 University of Illinois at Urbana-Champaign 19

Harker’s mission is to educate students for success at college and beyond. We help our students discover their passions and to find colleges that align with their talents, personalities and goals. We take pride in the wide range of colleges on our matriculation list, representing the great diversity of talent and interests possessed by Harker students and alumni.

We celebrate that our seniors have phenomenal college options. Equally important, we celebrate that our students graduate from Harker having developed deep interests, a love of learning, and a desire to have social impact.

University of Maryland 6 University of Miami 1 University of Michigan 17 University of Minnesota 1 University of North Carolina at Chapel Hill 3 University of North Carolina at Charlotte 1 University of Oregon 4 University of Oxford 1 University of Pennsylvania 13 University of Pittsburgh 2 University of Portland 1 University of Richmond 1 University of Southern California 28 University of St Andrews 1 University of Toronto 4 University of Utah 1 University of Washington 13 University of Wisconsin 12 Vanderbilt University 3 Vassar College 1 Virginia Polytechnic Institute 2 Wake Forest University 1 Washington University in St. Louis 10 Wellesley College 4 Wesleyan University 1 Whittier College 1 Williams College 1 Worcester Polytechnic Institute 3 Yale University 7

– Harker News, April 7, 2021

During the 2021-22 school year, two Harker athletes were chosen as the Bay Area News Group’s Athlete of the Week.

‘Debaters take first and second at nationals’

‘Two students named Athlete of the Week’

‘First woman Bitcoin core developer’

– San Jose Mercury News, Dec. 17, 2021 and April 8, 2022

In July, Forbes recognized Amiti Uttar war ‘10 as the first woman developer of Bitcoin Core, described as “the protocol underlying a $170 billion market cap asset changing the face of privacy, security, and value.” Uttarwar began working in cryp tocurrency in 2018 and has since become an important figure in the Bitcoin sphere, with her presentations and talks being widely circulated.

– Nick News, May 25, 2022

– Harker News, June 24, 2019

– San Jose Mercury News, April 17, 2021

“At the National Speech & Debate Tour nament in June, Haris Hosseini ’19 and rising senior Avi Gulati took first and sec ond place, respectively, in original oratory. Also at this tournament, Alycia Cary ’19 reached the semifinals for original oratory, rising junior Andrew Sun placed 15th in congressional debate and Jason Huang ’19 was a semifinalist in congressional debate.”

– CalHiSports.com, July 23, 2019

Seventh grader Rory Hu appeared on Nickelodeon’s Nick News and had the opportunity to ask former press secretary

Jen Psaki a question about the effects of social media on mental health. Rory also interviewed both Psaki and Ed O’Keefe, CBS senior White House correspondent, for her Nick News segment during her visit.

‘Teacher, student receive poetry honors’

A student and a teacher both had great accomplishments in poetry. In July, junior Sarah Fathima Mohammed was named

In April, DoorDash co-founder and Hark er alumnus Andy Fang ’10 gifted $10 mil lion to The Harker School to establish The Alumni Scholarship Endowment Fund. The endowment will provide need-based financial aid to qualified students and will support Harker’s ongoing commitment to diversity at the school.

In July, Harker was named a State School of the Year in Division IV by Cal-Hi

For Dec. 6-12, basketball player Anjali Yella, now a junior, was chosen with 34% of the vote, and for March 28-April 3, lacrosse player Kyra Hawk, currently a senior, won with nearly 32% of the vote.

– East Bay Times, July 28, 2021

NEWSWORTHY HIGHLIGHTS

Continued on back

‘Sixth grader hosts several segments for Nick News’

‘DoorDash co-founder gifts $10 million’

one of five poets in the 2021 National Stu dent Poets Program, and in April, English teacher Jennifer Siraganian was named the Poet Laureate of Los Gatos. Both are working on initiatives to promote poetry in their respective communities.

‘Cal-Hi Sports D4 school of the year’

– Forbes.com, July 15, 2020

| Visit news.harker.org.

‘Saratoga teen wins $50,000 for creation of medical app’

Forbes’ 2018 “30 Under 30” lists featured three Harker alumni in three different categories. Siddarth Satish ’06’s health care technology company, Gauss Surgical, created an app that monitors blood loss

Rishab Gargeya ’17 received coverage in The Mercury News for winning a $50,000 Davidson Fellows Scholarship for his smartphone app, called “EyeLogic.” The app detects and diagnoses vision diseases using a cost-effective lens attachment, em powering users to quickly identify vision problems and seek proper medical help.

‘Boys volleyball ranked fourth in the nation’

OofC: 8/22/22 (RM) - 3,150

– Harker News, Feb. 26, 2018

‘A 32-Year-Old’s Startup, Inspired By A Health Scare, Sells For $275 Million’

‘Maverick McNealy turning pro, not looking back’

– Forbes Magazine, April 16, 2018

‘A trio of Harker alumni make Forbes’ 30 Under 30 list for 2018’

“Harker boys volleyball ranked fourth in the nation in the 2018-19 school year. In July 2019, two members of the upper school boys volleyball team – Jarrett An derson ’19 and rising senior Jeffrey Kwan – helped the Mountain View Volleyball Club win the 18 Open Division national championship in Dallas.”

– East Bay Times, March 15, 2018

in operating rooms using an iPad. Elec trIQ Power Inc., co-founded by Chadwick Manning ’07, was recognized in the ener gy category for technology it developed to help home and business owners save elec tricity. As director of retail partnerships for tech product company b8ta, Meghana Dhar ’06 was named in the retail and e-commerce category for the 700 b8ta stores she opened by 2018.

Harker News | 500 Saratoga Ave., San Jose, CA 95129 | 408.248.2510 | admission@harker.org | www.harker.org NEWSWORTHY HIGHLIGHTS

– CalHiSports.com, July 23, 2019

– Golf Week, August 23, 2017

In early 2018, Harker sixth graders Kabir Ramzan, Dustin Miao and Jordan Labio turned a group project for a robotics com petition into a proposal for water conser vation that has since been presented to companies such as Google, Home Depot and Orchard Supply Hardware.

– Bay Area News Group, Aug. 31, 2017

Longtime golfer and U.S. Open qualifier Maverick McNealy ’13 made the decision to turn pro in August 2017, prompting coverage from Golfweek, which examined the Stanford graduate’s college golfing ca reer and future prospects. While a student at Harker, McNealy was one of the final eight at the 2012 USGA Junior Amateur Championship, which was followed by a win at the Silver Creek Valley Junior and a quarterfinal finish at the Northern Cali fornia Golf Association’s Amateur Match Play Championship.

Sports, the first such honor for the school. Strong performances from boys volley ball, boys swimming, girls golf and girls lacrosse were factors in Harker being chosen for this recognition.

In April 2018, Surbhi Sarna ’03 was featured in Forbes after selling her startup healthcare firm, nVision Medical, for $275 million. Sarna, who experienced a health scare at the age of 13, founded nVision in 2009 to develop technology to promote the early detection of ovarian cancer. In 2014, Sarna was named to Forbes’ “30 Under 30” list of entrepreneurs in the science and healthcare field.

‘Saving water is elementary for these Harker students’

K-12 College Prep | K through Life ® Preschool I Summer Programs www.harker.org

The social and political challenges of our time have also reinforced our commitment and dedication, as a community, to stand against racism, violence, discrimination and harassment of any kind, and to foster inclusivity, equity and compassion in all that we do.

We invite you to come experience the uniqueness of a Harker education for welcomeyourself! to harker

Our focus on the whole student leads us to offer the type of truly wellrounded education that leads to happier, more purposeful and more fulfilling lives – K through Life.

In this dynamic community, our outstanding faculty and deep academic offerings are enriched with an incomparable array of opportunities for children to immerse themselves in the arts, athletics, extracurricular activities, global education and local community service. Additionally, we empower students to launch projects, initiatives, clubs and more to help them follow their passions and make a difference.

At Harker, we define success as something more than outstanding academic achievement: We believe in providing a world-class educational experience that both inspires and empowers students to explore, learn empathy and kindness, discover their unique talents and passions, and share their gifts to make the world a better place.

Since the school’s founding in 1893, Harker students have gone on to achieve great success in their colleges and careers. They have also continued to demonstrate a commitment to making the world a better place in ways that inspire us every day.

A Learning Environment Like No Other

John Owens ’85

“ Harker remains the most significant professional and personal influence on me. Harker provided me with the study skills to succeed in school, and more important, the ethics and values to succeed in life.”

John is a judge on the 9th U.S. Circuit Court of Appeals. He is currently the youngest serving federal appellate court judge in the nation.

Since 1893, The Harker School has been on a mission to develop students uncommonly prepared for college and beyond, and enthusiastic about future possibilities.

For more than 125 years, our campuses and curriculum have continually evolved, incorporating the latest best practices, creating the innovative programs, and building the state-of-the-art facilities that have earned Harker its reputation for offering the most dynamic K through Life learning experience in Silicon Valley.

From our innovative lower school methodologies to a university-quality upper school campus, Harker students dive deep into a rich array of academic and extracurricular programs that develop young adults uncommonly prepared for success in today’s global society.

lead the way

Renowned for instilling lifelong qualities of inquisitiveness, critical thinking and leadership, Harker has been on the leading edge of educational excellence since the day it was founded.

Prepared for success in an ever-changing world

“ I am impressed with Harker’s individual approach to students: the teachers’ efforts to learn who the student is - how they are motivated and what their individual learning style is - and to address the needs of each student, factoring all of this into account.”

Alina Gicqueau, parent

When learning is inspired, exploring becomes excelling. We search nationwide for our faculty, then select and retain those who demonstrate the ability to bring out the best in our students. Many hold advanced degrees; each is passionate about teaching and focused on individual student success.

Outstanding teachers, small classes

Individualized curriculum, inspired learners

As a student’s interests and talents evolve, each is evaluated for the course placement that will best engage and inspire him or her to personal and academic excellence.

Our proven teaching techniques and comprehensive support systems ensure that high expectations are met through a nurturing balance of challenge and encouragement. It’s an approach proven successful to instill students with confidence, resilience and inspirepoise. passion

Bill Stevenson, parent

“Harker provides the best combination of top quality academic and extracurricular programming, dedicated and caring faculty, incredible resources and facilities, and a vibrant community that anyone living in the Silicon Valley could ever hope to share with their child. ”

discoverworld. talents

Outside the classroom: from STEM to strings

school boasts an amazing array of more than 100 student clubs, enriching electives, extracurricular activities, and programs from competitive sports to powerful research projects.

Our K-8 after-school program offers a myriad of learning adventures, including Mandarin, yoga, violin, cooking, storytelling, athletics, robotics, debate and Japanese anime; the middle school additionally has dozens of clubs and Theprograms.upper

Where opportunities become accomplishments

We help students hone talents they never knew they had – ones which they will always be grateful to have discovered. Our richly diverse offerings encourage students to pursue interests outside the classroom where extracurricular activities can become the accomplishments that inspire a lifelong joy of learning.

Whether it’s our earth-conscious Green Team or the forward-thinking Future Problem Solvers, Harker students are empowered to implement ideas for clubs and introduce initiatives that reflect their own interests and passions to make a real impact in the

Gabrielle holds a Bachelor of Music from the University of Southern California’s Thornton School of Music and a Master of Music in opera performance from the University of Maryland, College Park. She currently performs with and is on the board of the Bizarre Noir Theatre Company.

Gabrielle DeMers ’03

“ I was able to to explore every aspect of performing in ways that I couldn’t have foreseen when I chose Harker for its academic rigor. Having the breadth of performing experience from Harker gave me tremendous confidence that paid dividends in my performing life.”

That’s why Harker students perform in 25 major events each year – from musicals to dramas to concerts. Our groups have even been invited to perform internationally, including four times at the Edinburgh Festival Fringe in VisualScotland.artsstudents express themselves through a variety of mediums, including bronze casting and architecture, producing works that have been selected for national exhibitions.

The opportunity to grow Through an array of opportunities they wouldn’t have elsewhere, and in ways they would never have otherwise imagined, Harker students discover and nurture their own talents, develop self-confidence and unleash their creative

The chance to perform and create Nurturing the creative spirit in children, and giving them lots of opportunities to share their gifts with others, plays a vital role in their development and teaches them how to be part of something greater than themselves. And knowing, for instance, that music also fosters math comprehension in early learners (just as athletics help promote strong character development) it’s easy to see that your child’s chance to participate in extracurricular activities isn’t anything other than essential.

performpotential. & create

“ I still draw inspiration from my athletic experience at Harker, and our journey to the state championships!”

Tanya Schmidt ’08

Tanya is a Santa Clara University graduate and played professional volleyball in Germany and Belgium. She is pursuing a master’s degree in English and American literature at New York University.

Eagle spirit: character with a competitive edge

Teamwork, sportsmanship, dedication and leadership are the cornerstones of our athletic program. From the very start, our programs focus on character development and are designed to instill positive attitudes, strong core values and the habits of healthy living.

Whether student athletes pursue sports for pure enjoyment or have a desire to compete at the collegiate level, we provide the guidance, leadership and support they need to get and keep their game on. Go Eagles!

compete and grow

Eagle athletic offerings include football, soccer, volleyball, swimming, softball and lacrosse, to name a few. We participate in the South Valley Athletic League, West Bay Athletic League, Bay Football League and others.

Each campus features extensive athletic facilities and playing fields, from a lower school swimming pool to the upper school’s state-of-the-art Singh Aquatic Center and 33,000-square-foot athletic center.

Surbhi Sarna ’03 Surbhi earned a B.S. in mechanical engineering from the University of California, Berkeley. She founded venture-backed nVision Medical in 2009 to develop technology to more quickly detect ovarian cancer. The medical device that resulted received FDA approval in 2015.

“ Harker had a lot to do with my drive to be an entrepreneur and I’m grateful for all of the teachers who inspired me while I was there. It was a fantastic journey.”

Worldly classrooms

As students move through the divisions with growing involvement in international programs, their experiences are consistently being filtered through the goals of our global education program: awareness, collaboration and experiential learning. Our students have collaborated with schools in 25 countries through projects or visits since the program began.

Meaningful research

Research programs enable upper school students to pursue the wonder of science through original, real-world research projects. The John Near and Mitra Family endowments allow students to engage in deep research in the humanities, and the annual Harker Research Symposium provides deep, college-level research opportunities.

Our business & entrepreneurship program prepares students as emerging leaders in engineering, technology, finance, marketing, and hospitality and tourism. A new incubator program, BECon (Harker’s annual convention) and TEDx Harker School events offer unique opportunities to leverage the entrepreneurial engine of Silicon the world

exploreValley.

Business and entrepreneurship

“ Our kids are learning a lot, and have also made great friends. It shows because they are raring to go to school in the morning!” Raghu Subramanian, parent

We have some long-held social traditions – homecoming, a family and alumni picnic and our gala – that bring students, faculty, parents and alumni together just to have a great time!

Upper school students form deep and lasting friendships at Harker, creating a warm, fun and supportive social life. Dozens of events like class competitions, spirit activities, events, dances and outings make for an engaging and exciting high school enjoyexperience. friends

Campus communities

Lower school students take pride in sharing fun events with family and friends at our annual Hat Parade, Grandparents’ Day and Halloween parade. Harker’s Eagle Buddies program pairs grade 3 students with an upper school buddy. Fun buddy events are planned throughout the year, which has formed warm connections between our youngest and oldest students.

Middle school students are assigned to one of four “houses” which compete in spirit events throughout the year. Cheering for friends at sporting events and attending barbecues and dances all ensure your pre-teen has plenty of opportunities to make friends, build confidence and have fun.

Our students cheer each other on in athletics, applaud their friends in school performances, celebrate the activities of the student-run clubs, and just enjoy hanging out together from morning to evening.

Schoolwide traditions

“ In addition to the academic rigor, Harker does a very good job of creating a caring and supportive community for the kids. It’s been really rewarding to see our son’s friends, who are seniors, support and encourage our daughters as freshmen. It really does feel like a family.”

Kurt Leafstrand, parent

Harker students receive a world-class education within an intellectually challenging and supportive community. But to truly thrive we believe students also need to be healthy, self-aware, resilient and empathetic. The curriculum for developing these traits starts the moment students begin their journeys at Harker.

At the upper school, the LIFE (Living with Intent, Focus and Enthusiasm) program sponsors workshops throughout the year that help our students navigate through topics including healthy relationships, performance anxiety and college readiness.

The lower school uses a curriculum called The Toolbox Project, which is designed to empower the children with 12 specific tools that will guide them in managing their own social, emotional and academic success.

Harker students encourage and support one another and celebrate each other’s efforts and successes with hugs, high-fives and applause. It’s a supportive, safe, fun and nurturing place where kids thrive.

Middle and upper school students are assigned to a faculty member’s advisory. They remain in that group throughout their time at that division. Advisories offer downtime to chat and play, to discuss topics of interest, give and receive guidance about wellness and social issues, and form a close-knit group of friends outside of one’s regular classes or pursuits.

nurture and thrive

—Sarah Uldricks, Camp Okizu’s director of marketing and special events

“ Harker students are always curious to learn, enthusiastic to help and are really connected to the importance of giving back. You have a tremendous group of future leaders in your midst.”

give back

Big hearts, kind souls

Students raise awareness and funds for both local and global issues, and they enthusiastically support each other in celebrating successes.

Immersed in an environment of integrity and respect, our students are generous, kind, considerate and thoughtful. They learn to think of others and have a desire to help those around them. No wonder college reps say, “Harker kids have soul!”

We teach character development skills as a part of the regular curriculum, engaging our students to develop essential character traits including kindness, respect and integrity. With hands-on learning opportunities for character development both in the classroom and out in the community, students will have many options for participating in service and helping others.

“ I’m grateful for the opportunity I had at Harker to explore so many areas that helped nurture my intellectual curiosity growing up, such as exploring different disciplines like art history and economics; participating in various afterschool activities like volleyball and the school musical; and pursuing college-level advanced computer science courses that influenced my professional ambitions.”

Andy Fang ‘10, Co-founder, DoorDash Grammy nominee Taylor Eigsti has appeared four times at the Harker Concert Series.

At Harker, being green means more than wearing our school color. From earning a commendation for our “dedication to environmental stewardship” for helping to implement San Jose’s new recycling program, to opening the first LEED Gold certified school building in Santa Clara County, our commitment to sustainability runs deep.

Harker invites visionaries, innovators and artists from a kaleidoscope of disciplines to share their talents and expertise with our students and the greater Bay Area.

ABC7 News Anchor Cheryl Jennings interviews author Khaled Hosseini at a 2012 Harker Speaker Series event. Photo by Kyle Cavallaro.

Harker Concert & Speaker Series

share with others

To be a true global citizen is to understand the impact one person can have on the world. Our students are guided to become knowledgeable, ethical and responsible contributors to society, empowered with the desire to share their gifts and make a difference.

Ready to change the world

Being green

Vikas Bhetanabhotla

“ It’s been an awesome 13 years at Harker! I will miss every part of Harker so dearly, but I am happy that I will always be welcome back home. I’m a ‘Lifer,’ I love Harker, and go Eagles!”

’14 UC Berkeley graduate, current cloud security software engineer at Palo Alto Networks

celebrate community

We treasure our alumni and stay closely connected through nationwide alumni events, reunions and mentoring programs. Some of our alumni have come back to teach at Harker, while others serve on boards, present to classrooms and find reasons to come back to see their teachers (and have the famous Harker lunches again).

Our community is vibrant, bustling and inspiring. Athetic events, musicals, parties, speaker events, workshops and more provide opportunities for faculty, parents, students, alumni and the greater community to gather, have fun and share their passions.

We are also a community of passionate learners and constantly seek ways to understand, improve and explore new ways of thinking. From student classrooms to parent education events, to reunions, there is a shared love of learning that permeates our community. Join us!

General: 408.249.2510 | communications@harker.org | www.harker.org

Subscribe to Harker News Online: http://news.harker.org

Middle School 4525 Union Avenue., San Jose, CA 95124

Lower School 4300 Bucknall Road, San Jose, CA 95130

Upper School 500 Saratoga Avenue, San Jose, CA 95129

The Harker School | K-12 College Prep | Summer

Admission: admission@harker.org

We invite you to become a part of the Harker community. Whether it’s to attend Harker, participate in an event or become a mentor, we welcome you to join our commitment to excellence in connecteducation. with us

Summer Programs: summerinfo@harker.org

San Jose, CAPreschool I Summer Programs www.harker.org Printed on 100% recycled paper O of C: Revise 9/20 (BHDG-JQ/DQP) 3,250

“ For our daughter to attend the new middle school is the sweetest homecoming I could wish for her. And to be buoyed by such a remarkable community is a blessing and an opportunity for which we are forever grateful. The new campus reflects the spirit, innovation, creativity and grace of the Harker family.”

Julie Sachse ‘88, parent

Our comprehensive program and exceptional faculty and staff help students discover, develop, and enjoy their unique talents.

We honor individuality, embrace diversity, and promote leadership and service, preparing students to take their place as global citizens.

We are here for you and invite you to join us!

We have a nurturing, caring and fun-loving family atmosphere at the middle school. In this close-knit community, you are free to be yourself, have fun and find your passions.

As a Harker middle school student you will enjoy a distinct advantage – a campus all your own! Here, you are free to be yourself and focus on learning in a nurturing environment uniquely designed for the specific needs of students your age. It’s a winning formula that helps you explore, develop confidence and be prepared for success in high school – and life.

MISSION STATEMENT

HARKER’S MIDDLE SCHOOL

A program uniquely designed to meet your needs.

Our mission is to educate students for success at college and beyond, and to foster kindness, respect, and integrity within a safe and nurturing environment.

Free to be yourself. Inspired to be your best.

We achieve academic excellence through the development of intellectual curiosity, personal accountability, and love of learning.

We’re a neighborhood for you!

Our classes are small and your academic placement is tailored to optimize your success. Our teachers are amazing (just ask the students!) and their enthusiasm and innovative teaching techniques will inspire you to learn and explore. From the arts to STEM, you can take cool classes like Engineering and App Design, Innovation Lab and Jazz Band. There are 36 clubs to choose from – you might think about joining the Badminton Club or Comic Book Club. You get to choose! And we have 13 sports, including water polo and golf.

GRADES 6-8 Middle School | 4525 Union Ave., San Jose CA 95124 | 408.248.2510 | admissionms@harker.org | www.harker.org Raised Since 2007 for Annual Cancer Walk Sports Offered Eagle Student-TeacherPride Ratio Student ElectivesPerformingClubsArtsOffered by the numbers 100% recycled paper O of C: Revise 8/22 (BHDG-JQ/DQP) 900 $110K15100%9:12013

2022-23 Middle School Admission Packet

Articles inside

Study Hall

Speech & Debate

Performing Arts

Physical Education and Health