Middle School GRADES 6-8
Find your passions!
WELCOME
“
Choosing where to spend your middle school years is an important decision, 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 makes them happy. 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 peers as you visit our campus and ask what they like best about Harker. You might be surprised by the variety of answers ranging from Activity Avenue to science research to writing class. And when you visit, please let us know how we can help you have a great day.
”
Evan Barth
MIDDLE SCHOOL DIVISION HEAD
I would describe Harker “ in three words: ‘Joy,’ because
Harker has many different activities and events that are extremely fun. ‘Support,’ because the staff and students are all very supportive and support different ideas. ‘Community,’ because everyone is very close to each other, almost like a family.
— Daniel Lin, grade 8
”
ADMISSION INFORMATION l GRADES 6-8
We look forward to meeting you! Hello! We’re delighted to share Harker with you. Thank you for your interest in our school! Please join us at one of our admission events to meet our teachers, students and parents and learn what makes Harker such a vibrant and dynamic community. We welcome your questions and are happy to help you any way we can. See you soon!
Danielle Holquin
DIRECTOR OF ADMISSION, TK-12, MIDDLE SCHOOL ADMISSION DIRECTOR
September 1, 2021: Event registration and application open
key dates
January 6, 2022: Application deadline, 5 p.m.
March 18, 2022: Decision notification released in Ravenna after 4 p.m.
March 25, 2022: Contract and deposit due, 12 p.m.
getting to know us
June 15, 2022: Tuition balance due
We invite you to learn about Harker through a variety of events, both in person and online. Students, faculty and parents look forward to sharing Harker with you. Learn more about our events at www.harker.org/admission and register for them in your Ravenna account www.ravenna-hub.com after September 1. We hope you will attend at least one event, but we don’t expect you to attend them all. The number of events you attend does not affect your application.
application
To apply, visit www.harker.org/admission We invite you to submit an inquiry at www.harker.org/admission, which creates an account on Ravenna, a very user-friendly system that streamlines the application process for our families. Through your Ravenna account, you will be able to receive notifications from Harker, register for Harker admission events, and apply and track your progress toward application completion. You may access your application at any time at www.ravenna-hub.com.
tuition & fees
Middle school tuition for the current 2021-22 academic year is $49,300. Tuition for next year is determined in February and there is some increase in tuition each year. Tuition balance is due in full on June 15, 2022. Annual tuition is intentionally designed to be inclusive of required components to fully participate in our academic and extracurricular programs. Also included are lunch, before- and after-school care, intercampus shuttles, yearbooks, athletic uniforms and transportation to/from athletic events and all local field trips, to name a few. • Uniforms, textbooks, laptop: $500-$1,500 • Grade level trips: grade 6 coastal exploration: $850 grade 7 national parks: $2,300 grade 8 Washington, D.C.: $2,700 • Non-local travel expenses for a particular extracurricular like debate tournaments: varies • Global education trips (optional): varies
tuition assistance
annual giving
Financial aid awards are based on need, and we work with families to make a Harker education affordable. We encourage families who have a need to apply for assistance. Financial aid and admission are separate processes, but must be done simultaneously if a family anticipates needing aid. The financial aid application deadline is Jan. 6, 2022. We welcome any questions you may have about the financial aid process. Please contact Kathy Caveney at fainfo@harker.org to discuss how we can make Harker affordable for your family.
Annual giving is a vital source of support for the Harker programs, materials and opportunities that allow students to experience an exceptional education. Parent participation at a level consistent with your ability is a key component of community involvement.
The Harker School does not discriminate on any basis prohibited by law. The school considers applicants of any race, color, gender, gender orientation, and national and ethnic origin for admission. All students are accorded access to all rights, privileges and activities available to students at the school. It does not discriminate in the administration of its educational policies, its scholarship and loan programs, or its athletic and other extracurricular programs based on race, color, gender, gender orientation, disability, or ethnic and national origin.
Middle School | 4525 Union Ave., San Jose, CA 95124 | 408.553.0399 | admission@harker.org | www.harker.org OofC: 7/26/21 (RM) 925
APPLICATION CHECKLIST l GRADES 6-8
Application Checklist
Key Dates
Application items completed by student or parent/ guardian (due Jan. 6, 2022, 5 p.m.)
September 1 Event registration and application open
(Space in grades 7 and 8 is by attrition)
o Submit an inquiry & create Ravenna profile o Preliminary application & application fee o Student activities and interests o Student Activity Session (required for grade 6 applicants only, sign-up opens Dec. 1, 2021) o Parent/guardian statement o Student/family photos
January 6 Application Deadline • Preliminary application • Student Activity Session (signed up at minimum) • Student activity and interest form • Parent/guardian statement • Student/family photos • Recommendation forms delegated • Transcripts requested
o Last year (2020-21)
February 1 • Entrance exam results • Transcripts/report cards • Teacher, principal/counselor recommendations
Recommendations (due Feb. 1, 2022), delegate forms by email
March 18 Decisions released in Ravenna after 4 p.m.
Transcripts/report cards (due Feb. 1, 2022), send release form to your school o Current year (2021-22, first trimester or semester)
o Current year English teacher o Current year math teacher o Principal/counselor
Testing (due Feb. 1, 2022) o Entrance exam results (ISEE - Harker code 054148 or SSAT - Harker code 3711).
Middle School | 4525 Union Ave., San Jose, CA 95124 | 408.553.0399 | admission@harker.org | www.harker.org OofC: 9/15/21 (RM) 925
2021-22 ADMINISTRATION & MIDDLE SCHOOL FACULTY/STAFF | GRADES 6-8 MIDDLE SCHOOL FACULTY 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 passion 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. 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 teachers have the in-house support they need to devote their energy to creative and caring classroom teaching.
MIDDLE SCHOOL ACADEMIC STAFF
MIDDLE SCHOOL FACULTY
Evan Barth, Middle School Division Head B.S. Stanford University M.S. Stanford University Patricia Lai Burrows, Assistant Division Head B.A. Queen’s University (Canada) B. Ed. Queen’s University (Canada) M. Ed. Chapman University Melinda Gonzales, Academic Counseling B.A. Barnard College M.S. Columbia University Ph.D. Columbia University Danielle Holquin ’95, Middle School Admission Director 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) Abigail Joseph, Director of Learning, Innovation and Design B.S.E. Princeton University M.S. University of California, Santa Cruz Ph.D. Univeristy of Califonia, Santa Cruz Caitlin MacCalla, Academic Counseling B.A. Menlo College M.A. John F Kennedy University Bernie Morrissey, Librarian B.S. DePaul University M.L.I.S. Dominican University 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 Lauri Vaughan, TK-12 Library Director B.A. St. Bonaventure University M.L.I.S. Rutgers University Jennifer Walrod, Director of Global Education B.S. State University of New York at Geneseosa M.A. Teachers College, Columbia University
Chase Arnold, English B.A. Brigham Young University M.A. University of Cambridge (U.K.) Ph.D. University of California, Berkeley Jeremiah Brewer, Physical Education B.S. Indiana University Clark Brown, Performing Arts B.A. University of Southern California M.A. Indiana University Charles Cali, Physical Education B.S. San Jose State University Katie Champlin, Performing Arts B.A. University of California, Santa Cruz Arabelle Chow, English, Dept. Chair B.A. University of California, San Diego Henry Cuningham, English B.A. University of North Carolina M.A. East Carolina University Anna Dubey, Spanish B.A. Fundación Universitaria Los Libertadores (Colombia) Blake Edwards, Physical Education B.S. Lamar University Miran Eldeeb, Math B.S. Alexandria University (Egypt) M.S. San Jose State University Jessalyn Espiritu, Performing Arts B.A. University of California, Santa Barbara M.A. University of San Francisco Eve Ferber, History B.A. Stanford University Nathan Fleming, Debate B.A. University of California, Berkeley Xiuyu Gao, Mandarin Graduate The Normal College of Jianghan University Graduate Wuhan University 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 Tamar Hawk, Science B.A. Binghamton University J.D. Santa Clara 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 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) Noriyo Ikeda, Japanese B.A. Hosei University (Japan) Vandana Kadam, Math, Dept. Chair B.S. Bangalore University (India) Business Administration Degree, Bangalore University (India) M.S. Bangalore University (India) Tina Kim, Science B.S. Entomology, University of California, Riverside Samuel Linton, Computer Science BFA University of Illinois at Chicago Lisa Masoni, Latin B.A. Williams College 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 Sharmila Misra, Computer Science B.Eng. Basaveshwar Engineering College (India) 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
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2021-22 ADMINISTRATION & MIDDLE SCHOOL FACULTY/STAFF | GRADES 6-8 Kate Murphy, English B.A. University of California, Berkeley M.S. Medill School of Journalism at Northwestern University Gail Palmer, Performing Arts B.A. Santa Clara University Sara Pawloski, History B.A. San Jose State University Kathy Pazirandeh, Math B.S. Tabriz University (Iran) Kathy Peng ’05, Science, Dept. Chair B.S. Yale University M.A. Stanford University Arturo Perez, History B.A. California Polytechnic State University, San Luis Obispo M.A University of Southern California Kristin Pfeifer, Performing Arts B.A. San Jose State University M.A. San Jose State University Julie Pinzás, Spanish, Dept. Chair B.A. (2) University of Southern California M.A. University of Southern California Agnes Pommier, French B.A. NEOMA Business School (France) America Salazar, Spanish B.A. San Francisco State University M.A. San Jose State University Hava Sasson, Math B.S. Technion-Israel Institute of Technology Emmanuel Sellu, Math B.S. California State University, Sacramento Samantha Sellu, Physical Education, Dept. Chair B.S. California State University, East Bay Sofie Siegmann, Fine Arts Baccalaureate Kantonsschule Dübendorf, Matura Typ D Zurich University of Art and Design Theresa Smith, Grade 4-8 Athletics Director A.A. De Anza College B.S. California Polytechnic University, San Luis Obispo Tara Speed, Physical Education B.Ed. I.M. Marsh Liverpool John Moore’s University, UK Rajasree Swaminathan, Science B.S. Calicut University (India) M.S. Pennsylvania State University Kimberly Teodoro, Performing Arts Studied at Santa Monica College and Cosumnes River College Alison Ung ’10, History B.A. Wesleyan University M.A. Stanford University Paul Vallerga, Performing Arts, Lead Teacher B.A. Santa Clara University Ramsay Westgate, History B.A. Dickinson College M.A.T. Colorado College Christina Willenborg, Physical Education B.A. University of Western Ontario (Canada) Hon. BFA York University (Canada) B.Ed. University of Windsor (Canada)
Rebecca Williams, English B.A. Emory University M.A. San Jose State University Hannah Wilson, Debate B.A. Concordia College Susan Yu-Svensson, French B.A. University of California, Berkeley M.A. New York University
A D M I N I S T R AT I O N Brian Yager
Head of School
Jennifer Gargano
Assistant Head of School, Academic Affairs
Ken Allen
Assistant Head of School, Student Affairs
Martin Bradford
Chief Financial Officer
Danielle Holquin
Director of Admission, TK-12
Kimberly Lobe
Director of Advancement
Kristin Giammona
Elementary School Division Head
Joe Rosenthal
Executive Director of Strategic Initiatives
Shayne Hale
Facilities Director
Evan Barth
Middle School Division Head
Pam Dickinson
Office of Communication, Director
Sarah Leonard
Primary School Division Head
Samuel “Butch” Keller
Upper School Division Head
Middle School | 4525 Union Avenue, San Jose, CA 95124 | 408.248.2510 | admission@harker.org | www.harker.org OofC: 8/9/21 (RM) 525
Middle School GRADES 6-8
PROGRAMS 2021-22
THE HARKER SCHOOL MIDDLE SCHOOL PROGRAMS GRADES 6-8 • 2021-22
TABLE OF CONTENTS Introduction. . . . . . . . . . . . . . . . . 2 Sample Daily Schedule. . . . . . . . . . . . . 2 Extracurricular Offerings . . . . . . . . . . . .
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English . . . . . . . . . . . . . . . . . .
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Mathematics . . . . . . . . . . . . . . . .
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Science. . . . . . . . . . . . . . . . . .
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Social Studies. . . . . . . . . . . . . . . . 5 Modern and Classical Languages . . . . . . . . . 6 Computer Science. . . . . . . . . . . . . .
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Physical Education and Health . . . . . . . . . . 7 Electives. . . . . . . . . . . . . . . . . . 7 Visual Arts. . . . . . . . . . . . . . . . 7 Performing Arts . . . . . . . . . . . . . . 9 Speech & Debate . . . . . . . . . . . . . 11 Study Hall . . . . . . . . . . . . . . . . . 12
Information in this brochure represents our program for the previous academic year. The year your student enrolls, there may be slight changes to the program.
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INTRODUCTION In Harker’s middle school program, • academic placement in small classes is tailored to optimize student success. We invest in: • comprehensive curriculum • expert teachers • small classes • leading-edge technology • extensive academic support • high-quality programs
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). Harker promotes academic excellence, inspires intellectual curiosity, expects personal accountability and forever instills a genuine passion for learning.
SAMPLE SCHEDULE ALL CLASSES INCLUDING ELECTIVES 8 a.m.-3 p.m.
CLUBS & EXTRA HELP 3-3:35 P.M.
AFTER-SCHOOL PROGRAMS 3:35-6 P.M.
Period 1 Period 2 Break Advisory Period 3 Period 4 Lunch & Activity Period 5 Period 6 Period 7
Clubs & Extra Help
Dance Athletics Debate Performing Arts BASE Activities Study Hall
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EXTRACURRICULAR OFFERINGS (subject to change) A wide variety of after-school programs and extracurriculars available; your child will discover new interests or develop existing ones.
CLUBS (3-3:35, Tues. and Thurs.) Ace Club
eCybermission
Spirit Club
Badminton Club
Future Problem Solvers
Tech Theater Club
Blackford Technology Club
Junior Classical League
Drama Club
Club Japan
Math Club
Comic Book Club
Chess Club
Science Research Club
Art Club – Clay Art
Debate club
Service Club
ATHLETICS Baseball (boys)
Lacrosse (girls)
Track & Field
Basketball
Soccer
Volleyball
Cross Country
Softball
Water Polo
Flag Football
Swimming
Golf
Tennis
AFTER-SCHOOL OFFERINGS (BASE PROGRAM) Sample Specialty Classes (additional fees apply) Private music lessons: bass/guitar, clarinet, flute, saxophone, violin/viola Love Food Food Corner Décor Art
Sample Drop-in Activities (included in tuition) Activity Ave. (center for drop-in activities such as board and video games, bumper pool, foosball and a movie room) Food Art Arts & Crafts Improv
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ENGLISH The English curriculum encompasses the four areas of grammar, vocabulary development, formal writing and literature study. Three levels of each English course are taught, with a student’s placement designed to enhance strengths and develop and support weaker areas. Ongoing evaluation through the year ensures flexibility, and students are moved between levels as warranted. Grammar skills encompass learning the parts of speech and components of strong sentences, with additional focus on syntax within various types of sentence structure. Vocabulary is taught 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,
foreshadowing and metaphor are taught and analyzed, and provide a foundation for analytical writing. 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 rich analysis.
Expository Writing As writing is an essential skill, students in grades 7 and 8 take this course for one semester each year, in addition to their English classes. The course is designed to encourage organizational, evaluative and critical-thinking skills. A strong emphasis is placed on coherence, support, and sentence structure.
MATHEMATICS 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 consistently challenged.
and mixture. The course also uses the TI-84 calculator to help students visually understand graphing. Problem-solving is integral to both regular and honors level courses.
Geometry and Geometry Honors: This course in Euclidean geometry, taken after Algebra 1 or Algebra 1 Honors, aims to present geometry to students 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 elements such as triangles, parallel lines, circles, quadrilaterals and platonic solids; construct geometric figures using a straight edge and compass. In addition the course uses Geometer’s Sketchpad software to strengthen the understanding of concepts with visual effects.
Please note: More advanced courses are available for students needing a math class beyond PreCalculus Honors.
Pre-Algebra A & Pre-Algebra B: 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/evaluating expressions, problem-solving with linear equations/ inequalities, ratio and proportion, linear functions, percents, measurement, area and volume, probability, polynomials, geometric constructions, right triangle relationships, angle relationships and transformations and data analysis with TI applications.
Algebra II/Trigonometry Honors:
Pre-Algebra Honors:
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 cosines. There is an emphasis on extensions of ideas and concepts and on problem-solving.
This course is a one-year preparation for a study of Algebra 1 topics. Key strands include algebra, simplifying/ evaluating expressions, problem-solving with linear equations/inequalities, ratio and proportion, linear functions, percents, measurement, area and volume, probability, polynomials, geometric constructions, right triangle relationships, angle relationships and transformations and data analysis with TI applications.
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 equations, factoring quadratic polynomials, solving polynomial equations, functions, word problems related to work, cost
Pre-Calculus Honors: 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. Explorations form an important part of this course where the 4
topics taught include exponential and logarithmic functions, 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.
math contests. All students in this class participate in contests hosted by various organizations including the Math Olympiad for Elementary and Middle Schools, 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, performance in their math classes and recommendations from math teachers.
Grades 7-8 Math Elective: 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
SCIENCE The science curriculum develops an understanding and application of the scientific method through interactive hands-on student experiences. Both regular and honorslevel courses are part of the curriculum for grades 7-8.
chemical changes, elements, compounds, atoms, the periodic table, bonding, chemical reactions, radioactivity, motion, forces, work, simple machines, heat, waves, sound and light. An emphasis will be placed on developing research, writing and questioning skills.
Grade 6: Earth Science topics include the scientific method, metrics, laboratory safety, meteorology, scale models and experimental design, geology and astronomy. An emphasis will be placed on developing research, writing and questioning skills.
Grade 8:
Grade 7:
A science research class is also available after school to interested eighth graders. Students will learn best practices as they relate to science research and will develop a research project under the guidance of a mentor.
Biology, with an emphasis on human anatomy and physiology. Topics include biochemistry, cell biology, classical and molecular genetics, evolution, and human body systems.
Chemistry and physics are two of the areas explored. Topics include general properties of matter, physical and
SOCIAL STUDIES Social Studies
civilizations as well as the exchange of ideas, beliefs, technologies and commodities. Students learn about the resulting growth of Enlightenment philosophy and the 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 belief. 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.
During the middle school years, in addition to a deep understanding of content and the intersection between historical events and themes, a greater emphasis is placed on developing research, writing and questioning skills.
Grade 6: Ancient History 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 8: United States 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, Pamplin Park, Mount Vernon, and of course Washington, D.C.,
Grade 7: World Studies - Medieval History 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 5
where they visit a variety of locations including Smithsonian 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.
MODERN AND CLASSICAL LANGUAGES 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.
language. Students may choose from four modern languages - 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 language 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 writing. 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.
All Harker students are required to study one world
COMPUTER SCIENCE In middle school, computer courses are designed to enhance 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.
and top-down design to facilitate the concept of domain knowledge. The course introduces the fundamentals of computer architecture and emphasizes development of analytical and logical thinking skills essential for programming. This course is not language specific; it enables the student to analyze any given question and brainstorm logical steps to reach an efficient solution that is ready for applying in any language-specific syntax. Students are introduced to online visual lessons in JavaScript to apply the problem-solving skills they have gained. Students will simultaneously participate in an online international discussion forum with students from our partner school, the World Foreign Language Middle School in Shanghai, China. Discussions will include topics on current day issues affecting youth.
Grade 6: Computer Science (required): Students will be introduced to design theory through computer game design. Students will utilize design thinking to create games and solve problems for each other and students from the Tamagawa School in Japan. Students will learn how to publish and communicate their designs through a variety of tools such as blogs, forums, etc.
Grade 6: Innovation Lab Using the create process called design thinking, students will develop solutions to unique problems or challenges. 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, programming or multimedia.
Grade 7: Computer Science (required): This course introduces web programming to the middle school student, with an emphasis on concepts common in programming languages and frameworks. The topics covered include HTML5, CSS3, and Javascript, and how they work together in modern web applications. The course takes a hands-on, project-based approach. 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.
Grade 7-8: Engineering and App Design This beginning course in electronics will cover the basic laws of electron flow and their application to technical devices. At the heart of their projects, students will use Arduino boards and Raspberry Pi boards to program the device. The course will provide an introduction into the basic principles of electricity and electronics theory with an emphasis on industrial applications. Students will
Grade 8 Computer Science (required): This course introduces students to systems thinking 6
be exposed to various schematics, wiring diagrams and symbols as they are used in practical settings, as well as electronic components like resisters, capacitors and transistors to create their own circuitry. Students will produce electronic solutions in the form of projects that they can take home to show off to family members.
offers an advanced level of programming to the middle school student. Using Java and free, open source software, students will implement solutions to problems by developing designs, writing code and debugging programs. This will entail coding and troubleshooting using BlueJ, a free Java editor and compiler. Concepts to be covered include objects, classes, methods, data types and data structures.
Grade 7-8: Java Programming This is an elective course grade 8 students can take in addition to the require course listed above. This course
PHYSICAL EDUCATION AND HEALTH Grade 7:
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 interests. 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.
Grade 6: The focus of grade 6 physical education is on learning 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 development. The objective of the curriculum is to provide the students with basic health knowledge, life skills and healthful behaviors.
Grade 8: 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.
ELECTIVES All grade 6 electives meet three days a week for one semester. Sixth graders choose two electives, one for each semester.
semester. Seventh and eighth graders choose one elective for the year. All students are required to take expository writing for the opposite semester. Please note that all grade 7-8 students must fulfill a fine arts or performing arts requirement during grade 7 or 8.
All grade 7-8 electives meet five days a week for one
Computer Science Grade 7-8: Advanced Web Programming:
students or those with specific interests will be encouraged to pursue more advanced topics. The course takes a practical, hands-on, project-based approach. Students create their own websites on topics of their own choosing using the techniques learned in the class.
(Prerequisite: Grade 7 Computer Science): This course expands on the development of modern web applications beyond what is covered in the Grade 7: Computer Science course. Topics will vary as new technologies emerge, but may include the consumption of APIs, frameworks, API design, and databases.Experienced
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Grade 7-8: Engineering and App Design
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 experience is required for this course.
This course is a hands-on, project-based course in electronics and microcontroller systems. The first segment of the course covers basic electronic theory and circuit diagrams. Students construct circuits with components such as batteries, resistors, LEDs, capacitors,
Visual Arts These opportunities include after-school dance, working on the middle school musical scenery after school or on a weekend, crewing the middle school play, participating in the middle school musical or Dance Jamz, and taking part in an independent after-school study in the fine arts.
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 experience 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.
Art I: 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 movements 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, photography and some computer graphic work as well.
Grade 6: Visual Arts Students experience a variety of art media in both two and three dimensions. The lessons explore the art elements and principles of design. Lessons presented focus on engaging the students’ imaginations, enhancing critical thinking skills and developing technical and perceptual 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 include 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.
This course continues with Art II where these foundation skills are further developed.
Art II: (Prerequisite: Art I) 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 aesthetics 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.
Ceramics: This semester-long course focuses on theme-based lessons 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 process 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 experiences in the handling of clay. There is also strong emphasis on building a foundation and understanding of the elements and principles of art and design.
This course emphasizes development of individual skills and practices to prepare the student for articulation into the upper school’s visual arts program.
Grades 7-8: Visual Arts 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 performing arts elective, one of the fine arts electives listed below, or participating in other fine arts opportunities.
Sculpture: This course is devoted to building a foundation in additive and subtractive sculptural techniques through an exploration of the elements and principles of art and design. Lessons presented focus on engaging the students’ 8
imagination, enhancing their critical thinking skills and developing technical and kinesthetic skills by handling a variety of materials. Art from different historical periods, 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. • Clay: wheel throwing, hand building • Wood: relief sculpture, free-standing sculpture • Mixed Media: culminating project of kinetic sculpture, stabiles and standing mobiles Students will work extensively in the medium of clay interpreting themes and completing assigned projects. Each theme is designed to challenge the student’s imagina
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 opportunity 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. Ceramics from different historical periods, cultures, art movements 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.
tion, explore ideas and promote conceptualization skills. Students will experience the process of creativity through the workings of the design cycle: ideation, planning and
Advanced ceramics and advanced sculpture classes are also available to eighth graders who took ceramics and sculpture in grade 7.
Ceramics:
Performing Arts 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 embedded 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.
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. 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.
GRADE 6 PERFORMING ARTS ELECTIVES
GRADE 6 PERFORMING ARTS
Dynamics:
Grade 6 Music and Drama (required):
Dynamics is designed for the student who loves high-energy choir performing. Students sing, learn choreography and participate in a number of public and school performances. Proper vocal production techniques, including support, breathing, stance, harmony and vocal projection, 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.
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, musicianship 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, teaching theater games and participating in improvisation. At the conclusion of each semester, students showcase what they have learned with a performance. These performances aim to enhance confidence and poise.
Drama: The drama elective is an introduction to the vocabulary and practice of theater and the dramatic 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
Physical Education Dance: Three weeks out of the school year all grade 6 students attend a dance class with a Harker dance instructor. The dance class enhances students’ coordination and flexibility, allows them to focus on moving their bodies 9
Physical Education Dance:
students new to theater or those who have already discovered a passion for it.
Three weeks out of the school year, all grade 7-8 students attend a dance class with a Harker dance instructor 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.
Orchestra: This ensemble explores a range of chamber and orchestral repertoire. Providing a rich musical environment, students have opportunities to work with professional musicians 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.
GRADE 7-8 PERFORMING ARTS ELECTIVES
Introduction to Technical Theater: 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 element to the class.
Acting/Scene Study: 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-building exercises, the students work with a variety of partners 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 advanced acting projects, such as formal partner scenes, a short documentary-style film or a one-act play.
GRADES 7-8 PERFORMING ARTS 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 performing arts elective, one of the fine arts electives listed below, or participating in other fine arts opportunities. These opportunities include after-school dance, working on the middle school musical scenery after school or on a weekend, crewing the middle school play, participating in the middle school musical or Dance Jamz, and taking part in an independent after-school study in the fine arts.
Theater Production and Design: 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 theater, 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.
Concert Choir: Concert Choir is designed for grade 7-8 students who love high-energy choir performing. Students sing the highest quality of music written for choir, from Renaissance masters to composers of the 21st century, learn choreography 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 include all varieties of graphite, paints, pastels, wood, clay,
Harmonics: Harmonics is a highly skilled by-audition choir for students 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.
Orchestra:
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 in semester 2, students participate in Concert Choir during 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 concurrently 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 orchestra also has various performances throughout the year including the winter and spring concerts. It is required 10
Dance Fusion:
that students have had one year of music lessons. Some 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.
Jazz Band: Jazz Band is a yearlong course designed for instrumentalists interested in jazz performance. Following the National 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
Grade 6 Play:
tonalities, meters and styles, 3) reading selected reper
Students wishing to participate in the fall play audition in September for a November production. Rehearsals are after school.
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.
Grade 7-8 after-school performing arts opportunities Dance: Grade 7-8 dance is offered every day after school. Students 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 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.
Vivace: 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, techniques for correct vocal production and various musical styles. Vivace performs throughout the year both on and off campus .
AFTER-SCHOOL PERFORMING ARTS
Showstoppers & High Voltage:
Grade 6 after-school performing arts opportunities Dance:
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 technique, stage presence and teamwork. Students need to maintain good academic and citizenship standings.
Grade 6 dance is offered every day after school. Students 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.
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 production take place after school.
Speech & Debate Grade 6: Introduction to Speech and Debate
dents may choose to take in grade 7 or 8.
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 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 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-
Grades 7-8: Introduction to Speech and Debate Students will be introduced to the basics of public speaking, 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 out11
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.
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, persuasive speaking, the interpretation of literature and congressional 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.
Debate 1: Public Forum, Policy and Lincoln-Douglas Debate Debate 1 will teach students more advanced debate skills. Students will focus on preparing for competition in public forum, Lincoln-Douglas or policy 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 participate in competitive events outside of school as part of the middle school speech and debate team.
Speech 2: Individual Events and Congress
Debate 2: Public Forum, Policy and Lincoln Douglas Debate
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 opportunity 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 Introduction to Speech and Debate and Speech 1.
Students who have already taken Debate 1 may take this course to prepare for competition in public forum, Lincoln-Douglas or policy 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 receive 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 opportunity to participate in competitive events outside of school
STUDY HALL Grade 6-8: Study Hall:
under the supervision and guidance of a teacher.
This course provides an opportunity for students to work independently on their studying and their homework,
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Middle School | 3800 Blackford Ave., San Jose, CA 95117 | 408.248.2510 | admissionms@harker.org | www.harker.org O of C: 8/21 - 700 SW
COLLEGE MATRICULATIONS | CLASSES OF 2019, 2020, 2021 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. Graduates from the classes of 2019-2021 matriculated to the following colleges and universities.
Amherst College 2 Barnard College 1 Baylor University 1 Bellevue College 1 Boston College 3 Boston University 8 Bowdoin College 2 Brown University 3 California Institute of Technology 6 California Institute of the Arts 1 California Lutheran University 2 California Polytechnic State University, San Luis Obispo 3 California State University Fullerton 1 Northridge 1 Carleton College 2 Carnegie Mellon University 21 Case Western Reserve University 3 Chapman University 18 Claremont McKenna College 7 Clemson University 1 Colgate University 1 Colorado State University 1 Columbia University 15 Cornell University 10 Dartmouth College 5 De Anza College 2 DePaul University 1 Drexel University 3 Duke University 13 Emerson College 1 Foothill College 1 Geneva College 1 George Washington University 2 Georgetown University 6 Georgia Institute of Technology 8 Harvard University 18 Harvey Mudd College 2 Johns Hopkins University 3 Loyola Marymount University 6 Macalester College 1 Massachusetts Institute of Technology 12 Michigan State University 1 Mount Holyoke College 1 New York University 24
Northeastern University Northwestern University Olin College of Engineering Olivet Nazarene University Oxford College of Emory University Pepperdine University Pitzer College Pomona College Pratt Institute Princeton University Purdue University Reed College Rensselaer Polytechnic Institute Rhode Island School of Design Rice University San Jose State University Santa Clara University Scripps College Smith College Springfield College Stanford University Swarthmore College Syracuse University Texas A&M University The Juilliard School The London School of Economics and Political Science The Peabody Institute of The Johns Hopkins University The University of Texas at Austin Trinity College Dublin Trinity University Tufts University Tulane University of Louisiana University College London University of British Columbia University of California Berkeley Davis Irvine Los Angeles Merced San Diego Santa Barbara Santa Cruz University of Chicago
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University of Colorado Boulder University of Denver University of Hawai‘i at Mānoa University of Illinois at Urbana-Champaign University of Maryland University of Miami University of Michigan University of North Carolina at Chapel Hill University of North Carolina at Charlotte University of Oregon University of Oxford University of Pennsylvania University of Pittsburgh University of Puget Sound University of Southern California University of St Andrews University of the Pacific University of Toronto University of Toronto Mississauga University of Utah University of Washington University of Wisconsin Vanderbilt University Vassar College Villanova University Virginia Polytechnic Institute and State University Wake Forest University Washington University in St Louis Wellesley College Wesleyan University Whittier College Williams College Worcester Polytechnic Institute Yale University
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Upper School | 500 Saratoga Ave., San Jose, CA 95129 | 408.249.2510 | admission@harker.org | www.harker.org OofC: 7/15/21 (RM) 2,675
NEWSWORTHY HIGHLIGHTS
‘Teacher, student receive poetry honors’
‘First woman Bitcoin core developer’
– San Jose Mercury News, April 17, 2021 – East Bay Times, July 28, 2021
– Forbes.com, July 15, 2020
A student and a teacher both had great accomplishments in poetry. In July, junior Sarah Fathima Mohammed was named one of five poets in the 2021 National Student Poets Program, and in April, English teacher Jennifer Siraganian was named the next Poet Laureate of Los Gatos. Both are working on initiatives to promote poetry in their respective communities.
In July, Forbes recognized Amiti Uttarwar ‘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 cryptocurrency in 2018 and has since become an important figure in the Bitcoin sphere, with her presentations and talks being widely circulated.
Sports, the first such honor for the school. Strong performances from boys volleyball, boys swimming, girls golf and girls lacrosse were factors in Harker being chosen for this recognition.
‘Boys volleyball ranked fourth in the nation’ – CalHiSports.com, July 23, 2019
“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 Anderson ’19 and rising senior Jeffrey Kwan – helped the Mountain View Volleyball Club win the 18 Open Division national championship in Dallas.”
‘Debaters take first and second at nationals’ – Harker News, June 24, 2019
‘DoorDash co-founder gifts $10 million’ – Harker News, April 7, 2021
In April, DoorDash co-founder and Harker alumnus Andy Fang ’10 gifted $10 million 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.
“At the National Speech & Debate Tournament in June, Haris Hosseini ’19 and rising senior Avi Gulati took first and second 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.”
‘A trio of Harker alumni make Forbes’ 30 Under 30 list for 2018’ – Harker News, Feb. 26, 2018
Forbes’ 2018 “30 Under 30” lists featured three Harker alumni in three different categories. Siddarth Satish ’06’s healthcare technology company, Gauss Surgical,
‘Cal-Hi Sports D4 school of the year’ – CalHiSports.com, July 23, 2019
In July, Harker was named a State School of the Year in Division IV by Cal-Hi Continued on back
NEWSWORTHY HIGHLIGHTS created an app that monitors blood loss in operating rooms using an iPad. ElectrIQ Power Inc., co-founded by Chadwick Manning ’07, was recognized in the energy category for technology it developed to help home and business owners save electricity. 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.
‘San Jose High School Students Finalists in Intel Science and Talent Search’ – ABC7 News, Feb. 27, 2015
‘Maverick McNealy turning pro, not looking back’ – Golf Week, August 23, 2017
‘A 32-Year-Old’s Startup, Inspired By A Health Scare, Sells For $275 Million’ – Forbes Magazine, April 16, 2018
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’ – East Bay Times, March 15, 2018
In early 2018, Harker sixth graders Kabir Ramzan, Dustin Miao and Jordan Labio turned a group project for a robotics competition into a proposal for water conservation that has since been presented to companies such as Google, Home Depot and Orchard Supply Hardware.
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 career 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 California Golf Association’s Amateur Match Play Championship.
ABC7 News was one of several media outlets to provide coverage of the placement of three Harker finalists (and subsequent first-place medal winner Andrew Jin ’15) in the prestigious Intel Science Talent Search. Reporter Jonathan Bloom said, “He [Jin] is just doing what his school taught him to do - he’s following his passion.” Harker was the only school nationwide with more than two finalists; Jin won a first-place medal of distinction in the competition’s Global Good category, making him Harker’s first first-place winner, and the second Harker student since 2006 to be named a national winner. Harker also had 15 Intel semifinalists, the most of any school in the country.
‘Saratoga teen wins $50,000 for creation of medical app’ – Bay Area News Group, Aug. 31, 2017
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, empowering users to quickly identify vision problems and seek proper medical help.
‘The ‘it’ school for our next Einsteins’ – San Jose Mercury News, March 13, 2011
The school’s top-flight research program came to the attention of the San Jose Mercury News, which profiled the multiyear development of Harker’s science curriculum and facilities, the passion and work ethic of the students and faculty, and the subsequent achievements and contributions in the field of science.
| Visit news.harker.org.
Harker News | 500 Saratoga Ave., San Jose, CA 95129 | 408.248.2510 | admission@harker.org | www.harker.org OofC: 8/19/21 (RM) - 3,150
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welcome to harker A Learning Environment Like No Other 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. 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. 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. 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. We invite you to come experience the uniqueness of a Harker education for yourself!
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 Owens ’85
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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.
lead the way Since 1893, The Harker School has been on a mission to develop students uncommonly prepared for college and beyond, and enthusiastic about future possibilities. Prepared for success in an ever-changing world 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. 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.
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
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inspire passion Outstanding teachers, small classes 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. 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 poise.
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. Bill Stevenson, parent
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discover talents 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. Outside the classroom: from STEM to strings 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 programs. The upper school boasts an amazing array of more than 100 student clubs, enriching electives, extracurricular activities, and programs from competitive sports to powerful research projects. 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 world.
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. Gabrielle DeMers ’03
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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.
perform & create 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. 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 Scotland. Visual arts students 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 potential.
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.
compete and grow 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. 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. 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. 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!
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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.
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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.
explore the world 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. Business and entrepreneurship 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 Valley.
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
enjoy friends 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 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! 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. 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 experience.
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
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nurture and thrive 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. 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. 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. 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. 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.
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.
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—Sarah Uldricks, Camp Okizu’s director of marketing and special events
give back 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. 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!”
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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.
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share with others Harker Concert & Speaker Series 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. Being green 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. Ready to change the world 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.
ABC7 News Anchor Cheryl Jennings interviews author Khaled Hosseini at a 2012 Harker Speaker Series event. Photo by Kyle Cavallaro.
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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!
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Vikas Bhetanabhotla ’14 UC Berkeley graduate, current cloud security software engineer at Palo Alto Networks
celebrate community 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 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). 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!
connect with us 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 education.
General: 408.249.2510 | communications@harker.org | www.harker.org Admission: admission@harker.org Summer Programs: summerinfo@harker.org Subscribe to Harker News Online: http://news.harker.org
The Harker School | K-12 College Prep | Summer Upper School 500 Saratoga Avenue, San Jose, CA 95129 Middle School 4525 Union Avenue., San Jose, CA 95124 Lower School 4300 Bucknall Road, San Jose, CA 95130
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SanI Jose, CA Summer Programs
Preschool
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
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HARKER’S MIDDLE SCHOOL Free to be yourself. Inspired to be your best. 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.
A program uniquely designed to meet your needs. 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.
We’re a neighborhood for you! 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. We are here for you and invite you to join us!
In my first year, I have tried out “ the likes of Future Problem Solving, Quiz Bowl, speech and debate and the spring musical. The community is so embracing and you are able to make many new friends with overlapping interests.
— Jason Shim, grade 7
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GRADES 6-8
by the numbers
15
$100K
Raised Since 2007 for Annual Cancer Walk
Sports Offered
100% 20
1:11
*The middle school has a House System (a la Harry Potter) with friendly fun, games and rivalry
Student-Teacher Ratio
Student Clubs
13
Student Loyalty to their “House”*
10
International Sister Schools
Performing Arts Electives Offered
100% recycled paper
Middle School | 3800 Blackford Ave., San Jose, CA 95117 | 408.248.2510 | admission@harker.org | www.harker.org
O of C: Revise 8/21 (BHDG-JQ/DQP) 900
