The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and individuals of integrity.
Hamlin is a vibrant and inclusive community that expects and encourages diversity of thought, experience, and beliefs. Thus, we actively seek the honest perspectives of people who differ from each other in culture, ethnicity, family structure, financial resources, gender identity, learning profile, physical ability, race, religion, and sexual orientation. All members of the Hamlin community share responsibility for its well-being, and each person plays an active role in making space for us to be our authentic selves. We join this community with a courageous commitment to personal and collective growth. We show compassion to each other, knowing that true learning involves mistakes and imperfection. We treat each other with respect as we celebrate both our interdependence and our individual differences.
The opportunity to attend a girls’ school is exactly that—an opportunity! Girls understand on a daily basis that they can play all roles in a school—captain of every team, president of every club, best student in every class, creator of new initiatives, editors and entrepreneurs and builders and advocates.
At Hamlin, we believe that successful scholars are kind, connected human beings who emanate joy. Knowing that holistic Social and Emotional Learning (SEL) is not limited to any one class, or to just once a week, SEL is woven throughout our curriculum and centers on an anti-bias and anti-racist lens that nurtures both self-compassion and radical empathy and promotes belonging and well-being.
Although Science, Technology, Engineering, and Math (STEM) careers are some of the fastest growing and highest paid fields, a significant “STEM gender gap” persists worldwide: only 28% of STEM jobs are filled by women, with only 5% filled by women of color. At Hamlin, we are passionate about STEMming the Gender Gap!
Innovation with technology is core to the Hamlin program. We approach the use of technology with a pedagogical lens where we act with intention and use a rigorous decision-making process to select the tools that we incorporate. We believe that technology cultivates curiosity, independent exploration, analysis, and unique creativity, while rooting the educational experience and shaping the lives of today’s digital citizens.
In each grade, students bring together various units of study into a single culminating project that helps them to reflect on and utilize the content and skills they’ve learned throughout the year, to do research and learn from their peers, and to work together to achieve a common goal.
1896
School founded
435
Total students enrolled
51%
Students of color
23%
Percentage of students
who receive financial assistance
40
zip codes represented in our community
77,725 sq ft
campus footprint
As a culminating class project, Grade 8 students collaborate creatively on a scripted or devised performing arts production to perform for the Hamlin community in June before their graduation. This musical production offers students an opportunity to develop and share their skills in music, dance, acting, and visual design (with set, props, costumes, and lighting) while bonding together as a class. Students work on their performing arts project over the course of the spring semester. These annual Grade 8 musical productions are based on meaningful content aligned with Hamlin’s mission and Creed and have been a favorite school tradition.
Rise to the Challenge (RTC) is our Grade 7 capstone project that encourages students to think deeply about and explore solutions to the challenges of their time. As part of this project, they take service learning field trips throughout the year to volunteer and learn more about the issues facing our local community and our world, and work in small teams to identify, research, and propose solutions to a specific challenge that they are passionate about.
Grade 6 ends the school year with an interdisciplinary project focused on presentation skills, team building, and self-reflection, where students create a range of pieces to share their learnings and educate the community on social issues through research, presentations, and art. The project, typically called the Symposium, shifts its format and focus from year to year, but it will remain a multi-disciplinary research and performance project that builds on and extends the skills learned throughout the year, concluding with various performances on historical and current topics to deepen students’ understanding of the challenges in the world and encourage them to be agents of change, as they take action to improve their community.
The U.S. Magazine Research Exhibition is Grade 5’s project-based culminating venture, which demonstrates the depth and range of skills and knowledge students have acquired during the school year. Each student writes a unique article about some aspect of their group’s region of the United States, with a variety of focal points including the sciences, arts, history, economics, athletics, and more. By creating and publishing a magazine together, students integrate research, writing, collaborative teamwork, creative risk-taking, and academic skills. Finally, Grade 5 students proudly display their public speaking skills in the projects’ exhibition to the community.
The Jan Micha Influential Women in History Program is a way for Grade 4 students to learn about women who have made significant, positive, and often overlooked contributions that have changed the course of American herstory. Research, public speaking skills, and learning about different experiences through influential women’s stories are core principles of this project. Originally called the Famous American Women Program, it was renamed in 2015 to honor one of the program’s founders and beloved member of Hamlin’s faculty for over 30 years, Jan Micha.
View the Influential Women in History website our students put together!
In Social Studies, Grade 3 students spend the year focused on California: its people, its geography, and the events that have shaped it. Students study the state’s geography by looking at different regions and resources, as well as the often untold stories of California’s Indigenous People both past and present. They end the year by analyzing the movement of people throughout California and reading books about immigration.
Grade 2 students see a mini golf course through from ideation to completion. As part of this project, students work in teams to design a golf hole - they name it, make it challenging using angles, ramps, and obstacles, and even pick its par before creating a presentation for classmates using photos and videos about their design. They also visit local mini golf courses to practice their putting and learn more about the craft. Finally, students bring their visions to life and then invite parents and other grades to come try out their mini golf course! Through this project, students are able to get active while developing skills in math, robotics, creating and delivering presentations, and teamwork!
Grade 1 spends the year studying community and neighborhoods. Students ask themselves essential questions such as: What is my role as a community member? How can I help my community or neighborhood? What are my responsibilities as an individual and group member? What does safety within a community look, feel, and sound like? The study culminates with a hands-on project in which students build a model of the surrounding neighborhood, interview community members that contribute to the greater whole (i.e. librarians, mail person), and integrate the interviews directly onto the model using QR codes. Through this project, students learn about the physical aspects of neighborhoods, cardinal directions, community jobs, and developing interview skills.
Every spring, our Kindergarten classes begin their Emergent Units. The themes of these units are completely student driven, different between the classes, and vary every year. Themes are based on class discussions around interests and curiosities. Once the theme is determined, homeroom teachers get to work connecting with outside specialists and our in-house specialist teachers to integrate local and diverse activities and guest leaders to heighten the learning experience. The culminating project is then shared with the larger community through performances, public speaking, and interactive, hands on opportunities.
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