Spartan Stories

List of 7 items.

• August 2025: The Academy Difference

  The Academy Difference

  
  

  Over the Fourth of July weekend, we were in New York visiting family. My cousin recently had a baby and also has a lively two-year-old. My son spent the entire time playing with his little cousin—so gentle, kind, and patient with her.
  
  

  A few days later, I received a message from my cousin saying, “Your son is such a great kid. I hope my children grow up to be just like him.”
  
  

  Of course, I was incredibly proud. But this isn’t a blog post to brag about my child. That message sparked a deeper reflection: How much of this compliment is really about me… and how much of it is about our school?
  
  

  As parents, we pour so much love into raising our children—but let’s be honest, we’re not always the ones spending most of the day with them. Between school, after-school activities, meals, and bedtime routines, the windows for those deeper “teaching moments” at home can be limited. So, who’s really helping shape the people our children are becoming?
  
  

  I began thinking about other stories parents have shared with me over the years:
  
  

  One parent told me that after their child transitioned to a new school, they received an award right away—for being the kindest, most caring student. She was certain it was because of the foundation built at the Academy.
  
  

  Another parent described a moment at the playground. A small child was crying after being left out of a game. Her child and a group of Academy classmates noticed, walked over, and warmly invited him to join in. She said she’d never been prouder.
  
  

  I know many of you have similar stories. You might be wondering: How does the school do that? What’s the secret?
  
  

  Well, I’ll share a few of them.
  
  

  At the heart of our approach are the IB Learner Profile attributes—qualities like being caring, open-minded, reflective, and principled. These aren’t just words on a wall; they’re lived, modeled, and celebrated every single day by the adults in our building.
  
  

  Children learn through observation. When they consistently see respectful, empathetic behavior modeled by their teachers and peers, they begin to reflect those same values.
  
  

  We also teach children to recognize when something doesn’t align with our values—and how to respond from the “I perspective.” Instead of relying on adult intervention, they’re empowered to stand up, speak up, and resolve conflict thoughtfully and respectfully.
  
  

  And we celebrate these moments. When a child shows compassion, stands up for a friend, or makes a principled decision, we shine a spotlight on it. That positive reinforcement ripples through the entire community.
  
  

  As a parent, and as a member of this school community, I’m so proud of what we’re building together. The partnership between families and the Academy is what helps raise kind, confident, thoughtful children—and future changemakers.
  
  

  This is the Academy difference.

  
  Leyla Goldfinger, P '34
  PYP/MYP Coordinator
  Harrisburg Academy

• July 2025: The Language of Belonging

  The Language of Belonging: Why Culture, Connection, and Crêpes Matter at Harrisburg Academy

  
  

  Picture this: a crowded market on a warm spring evening. People chat at café tables as the aroma of Nutella crêpes fills the air, accompanied by the enchanting rhythms of an accordionist whose melody transports you to the setting of the most beautiful love story.

  
  

  Although this sounds like something out of a dream sequence, this is precisely what you would have experienced at this year’s Harrisburg Academy International Night, an annual tradition that has been bringing community, cultures, and cuisine together in perfect harmony for the past 10 years. Not only does this event invite guests to try new foods and engage with new perspectives, it highlights one of humanity’s most cherished sentiments—BELONGING. 

  
  

  The smiles from students who were eager to share their family recipes and the thunderous applause following dances and songs from nearly a dozen different countries reminded me why I cherish being a world language teacher. It also reminded me how a Harrisburg Academy education guides students to become globally-minded and empathetic individuals who appreciate both our shared humanity and the differences that enrich us.

  
  

  Studies show that despite having technology to facilitate communication and connection, we as a society are more disconnected than ever before. Although our world is increasingly interconnected, many experience it from the safety of their home rather than as active participants. I may be a bit biased, but I firmly believe that learning a new language (or two!) and stepping outside of our comfort zones offers both children and adults a rare chance to form deeper connections and to appreciate the beautifully diverse world around us.

  
  

  At Harrisburg Academy, this belief is woven into who we are. Language learning begins in Early Childhood and continues through Grade 12—an immersive, comprehensive program unmatched in the region. We don’t just say we value global awareness, we live it. This year, over 95% of Academy students in grades Pre-K through 12 were enrolled in a world language course, where communicative proficiency is prioritized and history, art, literature, and scientific innovation are explored both on and off campus.

  
  

  As the school year ends, I look forward to further exploring the idea that language shapes how we see the world. Interested in exploring this idea further? Pick up a copy of “Through the Language Glass” by Guy Deutscher and read along with me!

  
  

  Richard Huy

  MS/US French Teacher

  Chair, Dept. of World Languages

• July 2025: Spartan Adventures

  Spartan Adventures

  Middle/Upper School Teacher, Sarah Ballard, and 10th Grader, Arianna H., recently sat down and chatted about the impact of outdoor adventures coupled with in-school experiences. Ms. Ballard, Spartan Adventure Club Organizer, and Arianna, student willing to embrace the challenges that come with new experiences, share their story of the transformation that can happen in the outdoors: 

  
  

  Arianna:
  I remember feeling the rush of the wind through my hair, and the cold rock against my fingertips as I pressed myself against the edge of the mountain. I was too afraid to look down, even though I couldn’t have been more than 8 feet off the ground. I felt like I couldn’t take the next step; like I couldn’t pull myself any higher off the ground, because each step meant risking a fall. And yet I just couldn’t stay against the wall, or on the ground, like I might have hoped. Staying where I was, staying where it was safe, meant I wasn’t allowing myself to reach new heights. It meant I might have been holding back the other people that wanted to climb that mountain, and were ready to pull themselves to the top. I felt like I wanted to come down. I remember that feeling like the ultimate solution, and yet I couldn’t get the words out of my mouth. 
  
  

  Ms. Ballard:
  Few moments are as exhilarating as watching a student, nerves and all, summon the courage to face a challenge head-on—pushing past the fear of making mistakes and being bold anyway.
  
  Arianna shared, “I don’t do well with heights and I was nervous when we got to the climbing site. I said ‘yes’ because I wanted to push myself to reach the top.”
  
  

  Adventure is a powerful teacher. It’s an opportunity for students to step out of their comfort zones and discover what they’re capable of. Rock climbing teaches perseverance and problem-solving; trust and empathy; resilience and grit. These experiences help students develop confidence, independence, and leadership skills—qualities that serve them well in the classroom and throughout life.
  
  

  The Spartan Adventure Club isn’t just about fun (though there’s plenty of that!). It’s about learning in new, dynamic ways. Students engage with nature, develop practical skills, and learn to navigate social, emotional, and physical challenges as a group. 
  
  

  When I asked Arianna how she felt coming back to school after our adventure, she shared,  “there was a sense of pride and excitement of going up. Looking down and being okay with being high off the ground. ... And then there was the group of people we were with who helped me build trust. When the trip was over, I had more trust and confidence. I would see them in the hallways and ‘know’ them.” These outdoor victories translate to being able to manage fear and uncertainty and seeing those familiar faces knowing what you’ve accomplished together builds a culture of community.
  
  

  Students find a place to belong and thrive. These relationships extend beyond our weekend outings, creating a network of support that enriches their school experience and helps them feel truly at home.

• June 2025: Visual Rhetoric and Banksy

  Visual Rhetoric and Banksy

  By: Peter Frengel, DP English Teacher; Director of the Center for Literary Studies 

  
  

  Can graffiti be considered art?  Definitely. Can students learn crucial concepts by studying it? Again, definitely. The IB Language and Literature curriculum for juniors and seniors encourages students to develop a critical eye to the messages all around us, and to develop the analytic skills necessary to understand them.

  
  

  In this artwork commonly known as "Love is in the Air," street artist Banksy uses irony and juxtaposition to challenge our expectations. Instead of a Molotov cocktail or a rock, the protester throws a bouquet of flowers, creating a surprising and ironic image. This irony becomes more significant when we note that the mural is located on a large wall in the West Bank. The vibrant flowers symbolize peace and love, contrasting sharply with the stark black-and-white depiction of the protester. This juxtaposition suggests that good intentions can still thrive amid conflict, where opposing sides often view each other in absolutes of good and bad. Additionally, the leading lines in the artwork direct our gaze from the flowers to the protester's eyes and his hand, pointing toward an unseen direction. This transforms an image of violence into one of potential hope.
  
  

  In the IB Language and Literature course we explore a wide range of texts—both fiction and nonfiction—from the classic works of Shakespeare to today’s breaking news. But our study goes beyond the printed page. We also delve into the language of film, television, journalism, graphic design, social media, and advertising. As we learn the tools and techniques behind these forms of communication, we develop the critical thinking skills needed to navigate and make sense of the messages that surround us every day.

• June 2025: Numworks Propaganda

  Numworks Propaganda

  By: Doug Nestor, MYP/DP Math Teacher 

  
  

  “Official science tried, by a conspiracy of silence, to kill the works of Marx, who by a theoretical and historical analysis of capitalism had proved that free competition gives rise to the concentration of production, which, in turn, at a certain stage of development, leads to monopoly. Today, monopoly has become a fact.”

  -Vladimir Ilyich Lenin, 1916

  
  

  Any mathematics student (or parent thereof) cannot help but observe the dominance of Texas Instruments in the market of graphing display calculators (GDCs). The scale of their calculator enterprise alone is enormous, offering several different models spanning a range of capabilities and features, some of which are too potent even for the most rigorous IB Higher Level examination. As if this were not enough evidence for the sheer magnitude of their operation, their GDCs now come in a decadent array of different colors with swappable faceplates. Considering this alongside their status as a top 10 seller of semiconductors in the world, one is left no choice but to stand in awe.

  
  

  In fact, one might be tempted to conclude, as I was only a year ago, that the state of graphing calculation has reached that stage of production referenced by economists of all political philosophies as monopoly. Must the gentle mathematics student toil under the yoke of Texas Instruments ever more, begrudgingly tolerating their historical entanglement with the military-industrial complex for the sake of calculation?

  
  

  No!!! Enter the people’s calculator: Numworks. It is approved for IB examination, contains a rich suite of features that expedite otherwise lengthy workflows, and offers all the functionality (and more!) of a TI-84 Plus CE Python Edition at a mere fraction of the cost. Numworks continues to find a foothold in the GDC market owing to the quality of their offering and price point of the product–a function of their single color/model production, to be sure. That being said, if you desperately wish to customize your Numworks case and cover, you could easily 3D print the parts to your own specifications, just like mathematics comrades Matthew Novosat and Reese Kimmel! The official Twitter account also frequently holds promotional giveaways for custom cases, so magnificently showcased in the included photographs of Matthew’s personally customized calculator.

  
  

  You may be asking: is it really appropriate to call it the calculator of the people? My answer to you is, quite naturally, yes. Numworks delivers the means of calculation back to the mathematicians through their browser emulator and smartphone app, both completely free of charge. Additionally, their Math Teachers in Residence gather feedback from teachers and students using their calculators to democratically inform ongoing software development, improve documentation, and create new educational resources and activities using their GDC.

  
  

  Like what you hear? I certainly do! I am constantly using the Numworks app on the go and the web emulator on the smartboard in class, comparing TI against Numworks by metrics of functionality and ease of operation, and advocating for my students to consider the GDC if and when they find themselves in the market. In the past, HA mathematics instruction has been tailored to TI despite students only being required to purchase any IB-legal calculator; however, after a year of piloting the calculators, both Mrs. Remm and myself are equipped to instruct students of both, and although it is not yet an official recommendation for HA students, it is my professional opinion that the Numworks calculator is a better tool for learning and demonstrating knowledge on the IB DP Exams than the TI-84. Don’t believe me? Ask an HA student:

  
  

  “I don’t know why more DP students don’t use Numworks–it saves so much time on exams!”

  -Matthew Novosat, 2025

  
  

  Care for a cherry on top? Email Mr. Nestor for a link for 10% off a Numworks calculator!

• October 2022: Unique Experiences: IB Scholars in Motion

  Unique Experiences: IB Scholars in Motion

  By: Communications Office 

  
  Each year, sophomores who will pursue the International Baccalaureate Program Diploma have the opportunity to apply for an IB scholarship, providing them with funding up to $7,500 towards a summer study program in the academic focus or geographic area of their choice. This prestigious award requires an extensive application process, recommendations from teachers, and demonstrated accomplishments in athletics, arts, or community service. Applications are anonymously reviewed by a committee of community leaders with a focus in education and service. Those selected usually complete their projects during the summer prior to their senior year. Last year, Harrisburg Academy proudly named Madeline G. and Camryn H., members of the Class of 2023 as IB scholars. This morning, we heard from both of these students about their experiences! 
  
  In August, Madeline G. traveled to England for a two-week intensive at Oxford where she was able to learn more about the medical profession. During her two weeks, she explored neurodegenerative disorders and psychological diseases, and participated in case studies and tutorial sessions. In examining case studies, Madeline was able to diagnose and recommend treatments for patients in profiles. Additionally, she was able to catch a session on how to be a sustainable designer, and engaged in discussions with her peers on laser eye surgery, the effects of social media on teenagers, multiple sclerosis, and more. In addition to her course work, Madeline explored all the area had to offer by visiting the Ashmolean Museum, the Oxford Museum of Natural History, the Oxford Botanic Garden and Arboretum, the Bodleian Library, Cambridge, Bath, other colleges and universities nearby, covered markets, and Radcliffe Square. Madeline also went punting on the River Cherwell.
  
  During the summer prior to the start of this academic year, Camryn traveled to Peru for an internship at the Zoológico a la Universidad Nacional San Antonia Abad. As she learned more about habitats and animal care, Camryn was able to feed and bond with animals and learn about the inner workings and logistics of zoos and nature preserves. Throughout her week long experience, she worked with turtles, boars, bears, birds, monkeys, and more. In addition to her internship, she was able to attend street festivals, tour Machu Picchu and climb to the skylodge, meet with local peoples, eat local cuisine, take a chocolate making class, explore Cusco and Aguas Calientes, and truly immerse herself in the culture throughout her 13-day experience. 

• June 2022: Preparing for the Unknown: How the IB PYP Cultivates Leaders of Tomorrow

  Preparing for the Unknown: How the IB PYP Cultivates Leaders of Tomorrow

  By: Communications Office 
  
  

  With great pleasure and pride, Harrisburg Academy is proud to announce we received word from the International Baccalaureate Organization that we are now a fully-authorized Primary Years Programme School!

   

  Achieving full authorization is a crucial milestone for not only current Academy students, but for those who will start their educational journey with us in years to come. The International Baccalaureate Program is widely considered the world’s premier academic curriculum. This program is taught in 5,000 schools around the world in over 150 countries. The International Baccalaureate (IB) Primary Years Programme (PYP) for children ages 3-12 uses inquiry to allow students to think for themselves. The unique framework challenges students to take responsibility for their learning as they explore local and global issues and opportunities in real life contexts. Additionally, all IB programs foster a joy in learning, and are preparing students to succeed by fostering skills that will assist our students, regardless of how the world and technology change before they enter the work force.
  
  

  Okay, we’ll admit, that seems like an awful lot, and you might be wondering how our curriculum does all of these things…But here’s how! Harrisburg Academy has a Programme of Inquiry, which takes the transdisciplinary themes pictured below, and breaks them down into central ideas, related concepts, and lines of inquiry that our faculty use to prepare lessons. Practically speaking, it means our students participate in hands-on lessons that help them make connections.

   

  This year, as part of “How We Organize Ourselves,” our Kindergarten students explored the following central idea: People make decisions in the process of production. As part of this unit of inquiry, our Kindergarten classes enjoyed a special visit from Mrs. Faith Sgagias P’31, ’32, ’34, an owner of Paxtang Grill, which has been in business since 1963. Students were able to ask questions about supply chains, how the restaurant makes a profit, and where our food comes from. Additionally, they visited Paulus Farm Market, learning more about the farm-to-table process. They began growing their own herbs to sell at their Farmer’s Market in May, but little did they know, Mother Nature would have another idea! As their plants failed to thrive, our kindergarten students pivoted to recover those losses through their own ideas, which included selling healthy snacks and lemonade. Above all, Mrs. Weber, one of our teachers, noted that the students made connections with other material, completely unsolicited. In Spanish lessons, they were learning the vocabulary words for different vegetables. To advertise the lettuce they sold, a student made a sign that listed not only the English word, but the word “lechuga” as well!
  
  

  As our first graders dove into their transdisciplinary theme “Sharing the Planet,” they took a field trip to the York County Waste Authority for a tour and to learn about how waste can get recycled and made into electricity. Through this unit, they focused on lines of inquiry such as ways humans harm the environment, the adaptation of animals, and our responsibility towards the environment resulting from shared resources with other people and other living things.
  
  

  As they inquired about the relationships between and the interconnectedness of individuals from civilizations from local and global perspectives, our second graders researched the idea of heroes. Their lessons allowed them to determine what a hero is, biographies of heroes and how they became one, biography writing structure, and ways to take actions to become an everyday hero. To showcase their efforts, our second grade class hosted a Wax Museum featuring historical figures throughout the ages including Frida Kahlo, Beatrix Potter, Neil Armstrong, and more.

   

  This year, our third graders hosted Market Day to conclude their inquiry into “How We Organize Ourselves.” As they prepared for the event, they explored how decision affect the success of a business. Learning about the way people budget and manage money, the impact of marketing choices, and the impact of our business choices, ultimately means exploration of functioning, causation, and responsibility. As they created their own business models and products to sell at the event, our third graders learned practical lessons about markup on good sold, as well as indelible traits taught through unique experiences. In this case…determination to make their business successful and innovative thinking to outsell the competition.

   

  In fourth grade, our students delved into the physical and geographical characteristics of different places and how that impacts everyday life for their States Fair Project. Each project involved extensive research into a U.S. state of their choosing, covering things such as indigenous tribes and territories, environmental patterns, state symbols and traditions, and influential people in the history of the state. Students also designed an ideal living structure to best combat extreme weather in each state, dovetailing into their earlier unit focusing on the central idea that people have a responsibility to predict, prepare, and provide relief efforts for natural disasters.
  
  

  Throughout their time in our Early Childhood and Lower School programs, our students are ultimately preparing for fifth grade where they step into their roles as leaders of the division. As part of the Primary Years Programme, our students must participate in the Exhibition. Under the direction of teacher and mentor consultation, students direct their learning while working in groups to create their own central idea, key concepts, lines of inquiry, and action plans. This year, our students explored health issues (such as diabetes discrimination and the effects of smoking and vaping), childhood issues (such as cultural bullying and childhood trauma), and environmental issues (such as pollution and deforestation). As a bonus, you can view more on their work by visiting this year’s PYPx website!

  
  

  As our students finish the Primary Years Programme and proceed to Middle School and Upper School, the International Baccalaureate Continuum fosters skills that will serve our students long after they leave Harrisburg Academy. The IB Learner Profile ensures our graduates are principled and open-minded, thinking beyond their own goals. As they go on to higher education and ultimately professional environments, Harrisburg Academy alumni are effective communicators who can serve as members of teams. They know how to build action plans to achieve a goal. They are hard-working while also knowing how to prioritize and balance their schedules. Ultimately, they are ready to excel as leaders in whatever the future may hold.

   

  For more information on the Harrisburg Academy’s Primary Years Programme and the unparalleled educational experiences available in our Early Childhood and Lower School, please contact our Office of Admission at 717.763.7811 or by emailing admission@harrisburgacademy.org.