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Middle School is such a pivotal time in life and can be challenging, rewarding, and everything in between. The goal of athletics at Hamlin is to create a space for growth, healthy competition, athletic skill development, living the Creed, and developing leadership skills. We want Hamlin athletes to thrive to the best of their ability and empower themselves through teamwork and physical activities.


— Fana Fuqua, Director of Athletics

Our Athletics Vision and Philosophy

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Athletics Vision Statement


Hamlin aspires to be an outstanding educational institution that champions the merits of athletics and provides a high-quality experience to every athlete and coach. A high-quality experience is one in which every player:

  • Has FUN playing the game

  • Feels they are an important part of the team, regardless of individual or collective performance

  • Learns “life lessons” that have value beyond the playing field

  • Develops and learns as an athlete, as evidenced by a deepened understanding of the skills, tactics, and strategies of the game




Athletics Philosophy


The philosophy of Hamlin’s athletics program is to provide an inclusive and robust program that focuses on integrity, hard work, and “honoring the game.” The program is designed to help girls gain confidence and develop their self-esteem and leadership skills while also learning the value of good sportswomanship and the meaning of teamwork. Our athletes recognize that mistakes are an inevitable and important part of the learning process and that the key to success is being able to rebound from mistakes with renewed determination. We want Hamlin athletes to look forward to playing a competitive opponent because of the level of excellence required to rise to the challenge. Hamlin Lions will win with class, lose with pride, and be supported by parents, coaches and peers. Our athletes will know that those watching are proud of them regardless of the outcome because they played with heart, intensity, and honored the game.


At Hamlin, we believe in inclusion, which means there is a place for every type of athlete: beginners who are looking to have fun and explore something new as well as more experienced athletes who want to compete with vigor. While the levels of commitment and competition are greatest at the varsity level, all Hamlin coaches are united in their quest to inspire their players to take ownership of their personal goals and level of improvement while having fun and enjoying the experience of playing on a Hamlin team.          


The Hamlin School guarantees all students in Grades 5-8 the opportunity to participate in Hamlin Athletics. Playing time at the Varsity, Junior Varsity, and Grade 6 levels will be based on ability, preparedness, attendance, and effort (coach’s discretion). Grade 5 level teams are organized for everyone to receive close to equal playing time by the end of the season. We play other teams through BAIAL, a Bay Area Independent School league, and are thrilled to practice and compete in our brand new 2-story gym!

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Our brand new 2-story gym gives Hamlin athletes the home court advantage they deserve!

Sports Offered at Hamlin

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Cross Country

Running Club

Meet our Athletics Team

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Fana Fuqua

Director of Athletics & Outdoor Education

Zahra Jackson

Assistant Director of Athletics & Middle School Physical Education Teacher

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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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