The Magazine of Lyford Cay International School Volume 3 Spring 2017
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CONTENTS
VOLUME 3
05 INNOVATIVE TEACHING PRACTICES IN THE IB
A Radical Rethinking
08 CHAPTER 1: A HUMBLE BEGINNING The History of Lyford Cay International School 10 SOCIAL MEDIA USE AT LCIS
School Marketing, Student Collaboration and Global Conversations
12 WHEN IS FEMINISM NOT FEMINISM?
Women and Politics in the US Under the New Deal
14 CAMPAIGN UPDATE
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Progress on Multipurpose Building
16 CANCER AWARENESS
A Community Initiative
18 WELL-ROUNDED AND WORLD-CLASS
The Best Preparation for College and Life
20 ALUMNI PARENTS AND LYFORD LYFERS 21 ALUMNI NOTES
Simon Townend
22 ALUMNI NEWS 26 UNLOCK THE FUTURE
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Reflections on the 12th Annual Gala
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03 Spring 2017
STORY OF THE TITLE Pendragon is a traditional Welsh title meaning “chief dragon.” The name is associated with several historical kings, including Uther Pendragon, the father of King Arthur. The title carried great weight in the Middle Ages and still conveys leadership and achievement today. PenDragon is a portmanteau of the words “pen” and “dragon.” The pen symbolises writing, literature and knowledge and the dragon symbolises the spirit of LCIS through its mascot. May the PenDragon long herald the spirit and ideals of Lyford Cay International School and its students.
PRINCIPAL Dr Stacey Bobo
EDITORS-IN-CHIEF Dr Joanna Paul O’Niel Bain
CONTRIBUTORS Frances Hawkins Cathy LeGrand Rebecca Massey Ashley Newell Giles Pinto Britani Silvera Felicia Taylor Simon Townend Alecia Watson Eric Wiberg
PHOTOGRAPHY Cover photograph by Erik Kruthoff Additional photos by Scharad Lightbourne, Erik Kruthoff and LCIS Development staff Alumni news photos are shared by alumni
DESIGN
Sweet Olive Co.
PRINTING We take our commitment to the environment very seriously and use a printing company with sustainable practices. PenDragon is printed on chlorine-free paper. While trees are a renewable resource, the dioxin used to bleach paper lasts forever. The vegetable-based ink used is gentle on the environment and produces bright, high-quality images. We use a water-based aqueous coating to protect our magazine’s content without any harmful volatile organic compounds. PenDragon is delivered in biodegradable packaging instead of petroleumbased foam or plastic. Copyright 2017
PenDragon is published annually for Lyford Cay International School families and friends. The contents of this magazine are accurate to the best of our knowledge. If you find any errors, please do not hesitate to notify Dr Joanna Paul at jpaul@lcis.bs. Updated contact information should be sent to the Development and Communications Office at development@lcis.bs.
www.lcis.bs
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INNOVATIVE TEACHING PRACTICES IN THE IB A RADICAL RETHINKING By Giles Pinto, Middle Years Programme (Grades 6-10) Coordinator & Dr Joanna Paul, Development Director
Meaningfully engaging young people in their own learning has required a radical rethinking of the educational approaches used when most of us were in school. Rather than mandating the rote memorisation of facts, International Baccalaureate (IB) educators seek to spark learners’ curiosity, hear their questions and link their studies to the big ideas underlying their schoolwork and life. Within the IB framework, this is achieved through inquiry-based teaching whereby questions can only be answered by using concepts drawn from multiple disciplines.
To paraphrase Dr Tony Wagner, one of the world’s foremost educational thinkers and the coauthor of Most Likely to Succeed: Preparing Our Kids for the Innovation Era, in the past decade, content knowledge moved to the back of the bus. This insight drives the work of Dr Wagner, who is an Expert in Residence at Harvard University’s Innovation Lab, where he helps to foster student development by radically reimagining the work that schools do. At LCIS, this insight drives multidisciplinary learning experiences designed by the teachers and built around open-ended questions; in this way, the IB curriculum guides our students in developing the critical skills that young adults will need for 21st-century success and citizenship.
More than a decade ago, Lyford Cay International School (LCIS) became fully authorised to offer the IB curriculum from Junior Pre-Kindergarten to Grade 12. By embracing the IB at LCIS, we expose our students to some of the most innovative approaches to teaching and learning while giving them a head start on success in the 21st century. They are learning that, in our information-saturated world, success comes less from what you know. It is more critical to consider what you can do with what you know or how you can possibly find answers to some of life’s biggest questions.
STARTING WITH A QUESTION The seeds for inquiry-based learning find fertile ground in the earliest years of school as children are naturally curious and interact with the world through questioning. In the Primary Years Programme (PYP) at LCIS, the IB curriculum revolves around the developmental curiosities of young children, and builds units around the process of asking and answering questions. 5
In a recent Grade 1 unit, students began their studies with a week of provocative activities to help them begin to wonder about where their food comes from. As they dissected an apple, they formed questions about the plants we eat, what affects the food we eat and how we produce food. By the end of the unit, students had refined their questions to focus on one question about food that most interested them, and they then conducted research to answer their personal questions.
English and humanities classes. All of these experiences provide greater educational value because knowledge is deepened by examining questions across different disciplines. In the same way, our Grade 6 teachers created a multidisciplinary unit for their students that examined the global water crisis. In order to fully appreciate this complex problem, teachers provided learning experiences that combined concepts from their English, humanities and science courses. In one of their unit assessments, students had to synthesise their learning from multiple disciplines as they took on the roles of social entrepreneurs and created technological solutions to the water crisis. These were then pitched to guest judges in the style of the Dragons’ Den or Shark Tank.
With the groundwork for inquiry laid in the early years, students move through numerous Units of Inquiry that evolve in sophistication as they advance through their educational career at LCIS. By the end of Grade 5, students carry out an extended, in-depth, collaborative project - the PYP Exhibition. Students conduct an in-depth inquiry into a real-life local or global issue that is of interest to them. Starting with their burning question, students explore many lines of inquiry across numerous disciplines and demonstrate the skills gained in their critical-thinking journey through Primary school.
Through units and culminating tasks such as these, our students draw from concepts across subject areas both to think critically and solve problems. They learn how to develop the strong analytic skills that executive coach Ellen Kumata identifies as a differentiator for successful professionals today which include the ability to test assumptions and take nothing at face value. These are the capacities most in demand within today’s corporate world, agrees Dr Annmarie Neal, a human resources expert and currently the Chief Talent Officer at Hellman & Friedman, a leading US private equity investment firm. And if students are to succeed in the global workplace, they will need to draw on knowledge from various disciplines, various cultures and even question that very knowledge itself.
Grade 5 students during their PYP Exhibition
THINKING BEYOND DISCIPLINES Similarly, helping students understand the need to draw on multiple disciplines to solve problems is a major part of the IB Middle Years Programme (MYP), which encompasses Grades 6 to 10 at LCIS. Through the development of unique multidisciplinary units, teachers prepare students for in-depth inquiry very early on in the MYP. These units not only encourage the process of inquiry, but also engage students in breaking down the barriers between subjects to build a richer understanding of concepts.
Grade 9 students conduct Skype interview with Holocaust survivor
RAISING QUESTIONS When students get to Grade 11 at LCIS and enter the IB Diploma Programme (DP), they take Theory of Knowledge (TOK), a distinctive course in applied philosophy designed solely for IB students. Through the readings and guided discussions of TOK, our students learn how to connect multiple subjects and transcend disciplines in ways that are both imaginative and practical.
For example, history is not taught in isolation or in chronological order. Rather, the issues that affect individuals and societies are examined in units such as Peacekeeping and Genocide. Students in the Grade 9 class came to appreciate the significance of the Holocaust in distinctive, yet interrelated, lessons delivered through both
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Unlike standard academic disciplines, the Theory of Knowledge course reflects on the nature of knowledge, and questions how we know what we claim to know. Using a process in which there is no end to the valid questions that may arise, students and teachers discover and reflect on the essence of knowledge itself asking questions like:
intelligence and automation continue to disrupt almost every sector.
THE VALUE OF AN INNOVATIVE IB EDUCATION For those who have observed the economic transitions of the 21st century firsthand, multidisciplinary thinking has become an absolute necessity. “In today’s world, there is no longer a competitive advantage in knowing more than the person next to you, because knowledge has become a commodity available to all with the swipe of a finger. Now, adults need to be able to ask great questions, critically analyse information, form independent opinions, collaborate and communicate effectively. These are the skills essential for both career and citizenship,” says Dr Wagner.
1. How do we gain knowledge of the world, and what are the advantages and disadvantages of these methods? 2. What are the differences between information, data, belief, faith, opinion, knowledge and wisdom? 3. How can we decide which beliefs we ought to check further? 4. How do age, education, culture and experience influence selection of sources and formation of knowledge claims? 5. If you know something, or how to do something, do you have a responsibility to use your knowledge?
Through practices such as those discussed here, the LCIS curriculum achieves so much by not only significantly accelerating the thinking skills of young people, but also generating real competencies. This helps to develop a love of learning in students that will lead to feelings of accomplishment and well-rounded achievement no matter what field they pursue. In the view of Dr Michael Jung, Director Emeritus at management consulting firm McKinsey & Company, the future belongs to those who exhibit the “creative element” in their contributions to the world. The innovative design of our IB curriculum cultivates this creative problem solving in students: it prepares them for change and also to change the world.
Thanks to courses like TOK, graduates of IB schools gain the ability to approach questions in university and in life from multiple perspectives. Research conducted by the IB Organisation indicates that breaking boundaries helps students engage more meaningfully with their schoolwork and fires up their curiosity and imagination. This prepares them extremely well for demanding, top-tier university programmes; they are also equipped to join a globalised work world where massive changes such as globalisation, artificial
INTERNATIONAL BACCALAUREATE (IB) EDUCATORS SEEK TO SPARK LEARNERS’ CURIOSITY, HEAR THEIR QUESTIONS AND LINK THEIR STUDIES TO THE BIG IDEAS UNDERLYING THEIR SCHOOLWORK AND LIFE.
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CHAPTER 1: A HUMBLE BEGINNING
THE HISTORY OF LYFORD CAY INTERNATIONAL SCHOOL By Eric Wiberg (1975-79)
Lyford Cay International School (LCIS) can trace its origins to one man’s fall from his horse. Early in 1954, the Canadian businessman, horse breeder and visionary Edward Plunket “EP” Taylor was riding his grey mare on the family estate named Windfields when the horse bucked, throwing Taylor onto the road and sending him to Toronto General Hospital for a month and a half. According to his biographer, Richard Rohmer, “It was during this recuperative period, with little to do, that he took a long, hard look at his own future and at the potential of Lyford Cay…‘I went there for reasons of my happiness and my health, and to make a contribution.’” Shortly after getting out of hospital, Taylor and his wife Winnie returned to The Bahamas to stay with their friends the Allan Millers at Lyford Cay. He made an offer to Bahamian realtor Sir Harold Christie to buy all of the available land at Lyford Cay, which was still mostly swamp and mangrove. Musing on the reasons for the move, Taylor later
said, “I’ve always found it difficult to refrain from embarking on a business venture which appears to be constructive, which would fill a need...Lyford Cay afforded the opportunity to lay out a perfectly planned community that would stand out for generations as a pleasant place in which to live.” The total land that EP Taylor purchased was about 2,800 acres. His accountant Don Prowse described Taylor viewing the property from a hill: “All I could see down there was mango [mangrove] swamp. He’d say, ‘We’ll put the golf course over there, the beach club will go there, and we’ll have the first residential development over there.’ He could see it. The place was transformed by his vision because he could see what most of us can’t see. That’s the nature of the man.” Of course Taylor was not the first pioneer to visit The Bahamas – the Lucayans and Taino tribes first arrived around 700 AD, and Columbus landed in 1492. In 1648,
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William Sayle led the Eleutheran Adventurers to Eleuthera, and then in September 1785 Captain William Lyford Jr was granted 448 acres in what is now Lyford Cay for his service to the Loyalist cause as a ship’s pilot in Savannah and St Augustine. The origins of Lyford Cay School lay with EP Taylor’s formation of the Lyford Cay Development Company in 1954, with the intention to carve one of the first and most exclusive international residential and seasonal communities. The area was to be gated in and include a golf course, marina, main club house with hotel-style rooms, club pool and beach, fire station, post office, roads, and so on. Taylor did not want to sell lots until the development was substantially complete; the golf course opened in 1958 and the marina opened in 1961. The main club opened at the end of 1959, and, by then, the club could boast 500 members. Almost all of the funding came from Taylor himself, and, until 1973, he owned roughly three quarters of the shares.
Lyford Cay School, now known as Lyford Cay International School, had humble beginnings in 1962 as a place where children of the
staff of the club could receive an education for free, subsidised by their parents’ employer. In the words of Frances Millar, the wife of Tom Millar, first Headmaster, “We started with nine pupils and one building consisting of two rooms, toilet facilities and a small staff room.” Mrs Millar described it as an “idyllic situation” that could “not last long.” In the vernacular of the time her initial title was “Infant Mistress.” She was a teacher who maintained “strict discipline [and] produced excellent results in a happy atmosphere,” according to an early yearbook. The Millars brought their daughters, Lesley and Gillian, with them to The Bahamas. Their daughters have said that the family was living on the little island of Cumbrae on the west coast of Scotland when John Chaplin came from The Bahamas, where he was headmaster of St Andrew’s School, to interview their
father for the head role at Lyford Cay School. Mr Millar accepted the job and they soon found themselves wearing woollen Scottish kilts in the tropical heat of Nassau.
In an interview, the women described their father as the “get up and go, joiner-in, do-this and do-that” type. He had a huge amount of charity: “Lyford Cay School was his life’s passion, definitely,” said his daughters. In 1966, a schoolhouse was built. The following year, the fourth teacher joined the school, and construction of a second school house began.
The early 1970s were a time of upheaval then growth and stabilisation for the school. Tom Millar died unexpectedly of a heart attack on 12 June 1971. As Mrs Millar wrote in the school’s first yearbook, “Such kindness and friendship were extended to me at that time. The School, or rather the children, gave me the will to continue.” Her daughters observed that Mr Millar’s death “completely shook her to the core, but she stayed on to give her due.” These early, at times difficult, years set the stage for Lyford Cay School’s tremendous development into what is now a leading educational institution in the Caribbean region. The school’s perseverance has been the result of both passionate leadership over the years, as well as a thoughtful community that has grown alongside the school. Today, Lyford Cay International School and the vibrant community of Lyford Cay stand as testaments of EP Taylor’s extraordinary vision all those years ago.
This excerpt is taken from Chapter 1 of the forthcoming book, The History of Lyford Cay International School, which chronicles the beginnings of the Lyford Cay community and the school which calls this community home, both of which were founded by Canadian entrepreneur Edward Plunket “EP” Taylor. The History of Lyford Cay International School is being written by Eric Wiberg (1975-79). Anyone interested in contributing memories or stories relating to the school over the years may contact Eric at ericwiberg@icloud.com.
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By O’Niel Bain, Communications and Development Assistant Do you know what a ‘snap’ is? Here’s a hint - it has nothing to do with mental health or clipping your fingers together. Many people over the age of 35 might answer that question “no,” and that can be a problem. It is extremely important to stay up to date on the latest trends in digital media, not only for personal and business branding purposes, but also to ensure that the young people in our lives are using these applications safely.
by maintaining a profile through which she connects and shares her ideas on the IB curriculum with educators at LCIS and elsewhere. “The use of social media has allowed me to connect with the greater IB global community. I have Skyped, joined in on Twitter PYP chats and shared documents with coordinators from around the world,” says De Giorgio. Thus, social media can open a window to the world for innovative schools in small island nations like The Bahamas to join in on global conversations.
LCIS is leading the way in school social media use in The Bahamas. The school is active on all of the leading social media websites and applications and creates unique content for each of these audiences. Parents, teachers and students are able to share and interact with each other and the school, and stay up to date on the progress, successes and upcoming activities of the school, while also learning more about the International Baccalaureate (IB) curriculum.
Students in the Social Media Squad
I have seen the powerful effect that social media can have on students through my implementation of a social media management co-curricular. I started the Social Media Squad, a name used both for the activity and the students in it, with the goal of creating more engaging and relevant material for our school’s social media audiences, while also giving creative students an outlet through which to express themselves, exercise responsibility and learn about the power and significance of social media marketing. There was a lot for the students to learn, but I was consistently surprised by how much they could teach me. As adults, we have to face it, we don’t really know what’s ‘cool’ to young people. In marketing, we’re always trying to find the next big thing. So why not recruit students to help?
LCIS teachers such as Gina Jenkins (@Grade4Jenkins), Raul Ariza (@raularizaref), Anthony De Giorgio (@ adegiorgioPE) and Megan Ariza (@33megan33) are using social media to enhance student learning directly and indirectly, by incorporating the use of social media into the classroom and collaborating with other educators around the world on cross-cultural projects. Our PYP Coordinator Yochabel De Giorgio (@ydgpyp) is helping to lead the way in this regard
Student social media management clubs have become quite popular on university campuses around the world. However, very few K-12 school
Social media can open a window to the world for innovative schools in small island nations like The Bahamas to join in on global conversations. Mrs Ariza shares class activities with other educators on Twitter
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students have the opportunity to contribute to the content their schools post online. One of the likely reasons for this is the overwhelming lack of social media use by schools, especially in The Bahamas. There are several factors contributing to this, including issues of privacy, safety and lack of knowledge, which weigh heavily on school administrators who are struggling to become more interactive online as they learn to engage with students on these platforms.
digital media are too dangerous for young people. Sure, there are many justifiable concerns, but we shouldn’t allow these to hinder students from a valuable learning opportunity. One Grade 8 student who participated in the Social Media Squad shared her experience, stating, “I learned that social media doesn’t just have to be used in a personal way, like communicating with friends, but can also be used to promote places and things.” She continued, “I think if I ever run a business one day, this experience will help me to share my products with the public in a fun but professional way.” Clearly, there are some positive life lessons to be learned from the proper use of social media.
Student safety is an incredibly important factor when it comes to using social media. As a Council of International Schools (CIS) accredited institution, LCIS takes the safety of its students very seriously and ensures that teachers, parents and staff are aware of policies governing technology use on campus and interactions between students and staff online. Students and teachers connect through official school email addresses and class webpages rather than chats or Skype. Our teachers and Technology team reinforce Digital Citizenship throughout the curriculum, encouraging students to be thoughtful and careful about their use of technology, which includes respecting themselves and others online and knowing when it is appropriate to use mobile devices. One of the key points we try our very best to convey to our students is that whatever they post online will be there forever. Even if something is deleted from their social media profiles, it still exists on a company’s server thousands of miles away.
Snapchat Spectacles
Mateo Lopez
Parents and school administrators shouldn’t fear ‘snapping,’ ‘tweeting’ or ‘instagramming;’ and they definitely shouldn’t fear involving students in the process. As Grade 10 student Mateo Lopez, who operates drones and wears Snapchat glasses at school events, puts it, “I think that other schools should involve students in their social media because students understand the platforms and can give the community a better perspective of how school is for them.”
Nevertheless, too many adults hold on to the misperception that social media and other forms of
Student social media management clubs have become quite popular on university campuses around the world. However, very few K-12 school students have the opportunity to contribute to the content their schools post online.
My hope is that we can continue to grow our use of social media at LCIS and continue to pave the way for Bahamian schools in digital media. The potential is vast. There are opportunities for us to enhance our curriculum as well as deepen our relationships with students and educators around the world, helping us to place our global community within reach and to become more internationally minded— a key concept of the IB. De Giorgio reiterates this point, stating, “Social media isn’t going anywhere. If anything, it is going to become a bigger part of our students’ lives. It’s important for teachers [and administrators] to embrace this form of media literacy and help our students use it as a tool for learning.”
What Do Students Contribute to School Social Media? They Highlight the Authentic Experience of Students High-quality, professional photography is incredibly important to any marketing department, but there is nothing like a personal touch. Having students share their experiences themselves goes even further in showing the real value of a school’s curriculum and programmes to potential parents.
They Bring the ‘Cool’ Factor Face it - most young people use social media every day. They are pretty much experts at it. As much as we ‘older’ folks try to keep up, we’re not teenagers. Having students assist with the creation and curation of social media content ensures that schools are keeping up with new trends that will enable them to reach and engage with young people in ways in which they can relate.
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They Increase Reach and Engagement Parents love to see their children participating in school events on social media. Not surprisingly, students love seeing themselves and their friends too. Having students play a role in content creation has a positive impact on the school community’s engagement on social media posts.
WHEN IS FEMINISM N T FEMINISM? Women and Politics in the US Under the New Deal Library of Congress
By Frances Hawkins, Grade 12 student This paper provides a condensed summary of the research conducted by Grade 12 student Frances Hawkins for her Extended Essay. The Extended Essay is one of the key components of the Intern a ti ona l Baccalaureate Diploma Programme. Frances will be attending the University of Oxford this fall to pursue a degree in anthropology. The idea of feminism has been controversial since the term itself was first used in the late 19th century. Competing factions of feminists exist: some believe in equal rights and equal opportunity for all; others that, since men and women are inherently different, “equal but different” rights and opportunities are appropriate. Feminist activism has long been disturbing to many. During the height of the Great Depression,
groups of hostile housewives staged a stream of protests across the country. These protests could become militant and often involved cases of vandalism. The radical behaviour of suffragettes in Britain in the 1920’s was still fresh in the minds of many. Thus, many women who might have otherwise identified as feminist avoided the label and connection with the movement. Women in the political realm especially avoided this label, as even a weak link to the image of belligerent housewives or radical suffragettes could have had a damaging effect on their public perception.
The New Deal After his election in 1933, President Franklin D Roosevelt introduced the New Deal, a slate of laws, presidential executive orders, and public works programmes meant to ameliorate the effects of the Great Depression. It was in this new atmosphere of change that women were able to move to the fore in politics to address their “feminist aspirations” and to work as important members of the New Deal. By Emily Newell Blair’s definition, a feminist is a woman who “whether she calls herself a feminist or not, wants to make it easier for women to contend with men in politics.” 12
The New Deal gave new opportunity in this regard.
to improve the status of women during the Great Depression and beyond. Roosevelt believed that women had “tremendous power in the destiny of the world,” and should make use of this power through political activism. According to Ware, Roosevelt used her role to become “women’s real ally in the White House.” Roosevelt often invited women such as Frances Perkins and Molly Dewson to dinner with the President or with other politicians in order to give them opportunities to plead their cases. These meetings gave these other women the access to power they needed to advance themselves and their concerns.
The Advancement of Women Under the New Deal The feminist movement had floundered since the unifying goal of women’s suffrage was achieved in 1920. The New Deal, however, provided a window of opportunity for women with political aspirations. President Roosevelt, with the persuasion of his wife Eleanor and her close friend Molly Dewson, appointed Frances Perkins as Secretary of Labour in 1933. With their influence, there were over 100 female appointments to lesser bureaucratic positions during the Roosevelt administration.
Molly Dewson For a decade, there was almost no national campaign whose women’s division was not headed by Molly Dewson. Frances Seeber notes that she used her position and influence, as well as the ethos of the New Deal, to create “a new deal for women in politics.”
Women clearly gained political ground during the New Deal Era, but many of those women, and the women who helped them gain that ground, identified themselves as “social reformers rather than feminists,” according to women’s historian Susan Ware. Many women resisted the feminist label; any alliance with the feminist movement could make it impossible to be seen as serious politicians due to the unpopular view of such reformist groups. The competence and perseverance of these women earnt them personal respect as well as respect for their gender. However, their focus as politicians remained on issues such as the success of New Deal programmes. This focus often made them seem less concerned about women’s issues. Their focus on humanitarian efforts took precedence over their interest in women’s issues.
Molly Dewson
Like Eleanor Roosevelt, Molly Dewson felt that women had the power to be a great asset to politics. Her primary objective during the early 1930’s was to appoint appropriate women to important federal posts. By the end of the decade, Molly Dewson was responsible for placing two women members of Congress and 11 women in cabinet positions.
Eleanor Roosevelt Eleanor Roosevelt had long been involved in humanitarian, charity and political work. When her husband, President Franklin D. Roosevelt, was elected president in 1933, she gained greater influence as First Lady and used the new power afforded her to endorse women’s issues. That Eleanor Roosevelt endorsement, however, Photo: The Kheel Center did not extend to the newly proposed Equal Rights Amendment (ERA). She believed the amendment would undermine efforts to protect women workers and to secure women’s rights. She also fundamentally believed that “when all is said and done, women are different from men.”
Like Roosevelt, Dewson rejected the label of “feminist,” declaring her allegiance instead to the success of the Democratic party. Similarly, Dewson actively opposed the idea of complete gender equality. Her behaviour, however, seemed to belie her words.
To many, this lack of support for the ERA disqualifies Eleanor Roosevelt from being considered a feminist. Whether the label “feminist” is appropriate or not, it is clear that she worked
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Conclusion Two prominent women, Roosevelt and Dewson, worked to advance women’s issues and to promote the advancement of women in political roles, clearly making it “easier for women to contend with men in politics,” as Blair states. By this definition alone, their actions make them feminists. While they worked, to varying degrees, for the advancement of their gender and had a positive influence on the affairs of politically driven women in the US, none of these women identified as or accepted the label of “feminist.” Perhaps they were constrained from accepting the label and revealing a feminist agenda owing to the negative image of feminists at the time. These women, and many like them, were more covertly than overtly feminist. Nevertheless, regardless of labels, women’s rights would not have advanced as far as they did without their efforts.
Campaign Update: Progress on Multipurpose Building By Dr Joanna Paul, Development Director
Since the creation of our strategic vision in 2015 and the approval of our master plan in 2016, Lyford Cay International School (LCIS) has made steady progress in planning and fundraising towards our goals for enhancing the student experience, as well as the development of our facilities. The development of a new multipurpose building on our current campus will be another major step forward in the implementation of this vision for the school. A large, flexible gathering space has been a missing programme component that has historically challenged LCIS. As the opportunities that we offer our students have grown, we have outgrown our physical space. Hence, the school’s strategic plan calls for an expansion of facilities to provide: 1. Air-conditioned and sound-proof space for assemblies and performances;
2. Sheltered play space for lunch, recess and PE; and 3. A kitchen facility with more opportunities for adjacent indoor and outdoor eating. Various design iterations were explored in several locations around campus as part of the master planning process. The design and programme priorities were refined with staff and parent input, and construction planning was phased to allow for early groundbreaking on the kitchen component in the summer of 2016. Next steps include groundbreaking for the rest of the building that will include a hall, courtyard and verandahs. The forecasted construction timeline is 10 months from groundbreaking.
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With a comprehensive budget of $1.5M, the approximately 4,000 total square feet of beautiful indoor-outdoor space will
remain open most of the time, cooled by natural breezes and large fans, with wideopen glass doors. When needed, we will have the ability to close the doors for air conditioning and sound insulation. Ample 12’ wide covered verandas and additional bathrooms flank the building, which connects seamlessly with the kitchen through a covered courtyard.
The stage will allow for a variety of formal or informal performances with seating for up to 200 persons. An on-campus performance facility will give increased opportunities for assemblies and appropriate space in which to expand our performing arts offerings in drama, dance and music. “Parent input and support has been key to the development of this facility and to our ability to fast track it within our master plan,” says Principal Dr Stacey Bobo. “Lyford Cay International School has always been fortunate to have an engaged and philanthropic community. Our parents and neighbours have helped create the world-class school that we have today, and we are so grateful that they have also led the way in the development of a facility that is key to us living our mission.”
The space will be able to house two PE classes comfortably for rainy day activities or indoor play during intense heat. An open truss roof will allow for a variety of indoor play activities while providing for appropriate acoustics for assemblies and performances. “Recreation, social and academic activities can be delivered at a higher level in a space more appropriate to the activities and to students’ needs,” said Assistant Principal Mr Frederic Bournas, describing some of the immediate benefits the facility will bring to the campus. “Parent input and support has been key to the development of this facility and to our ability to fast track it within our master plan.” Dr Stacey Bobo, Principal
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our community - Renae Moxey, the mother of our classmate Camrawn. Her somber diagnosis incited the entire Class of 2020 to action. “Could we conquer the invincible?” we asked ourselves. We knew that we could not, but as Napoleon Hill once said, “If you cannot achieve great things, achieve small ones in a great way.” That is what we set out to do.
A Community Initiative By Ashley Newell, Britani Silvera and Alecia Watson, Grade 9 students
We refused to be indifferent to Ms Moxey’s illness and did our best to raise cancer awareness within and outside of our school community, as well as raise funds towards her healthcare. Participating in this initiative gave us new appreciation for the Creativity, Activity, Service (CAS) component of the International Baccalaureate (IB) which encourages students to show initiative, demonstrate perseverance and develop skills such as collaboration, problem solving and decision making.
In a world filled with indifference, only a distinctive few have the courage to speak up for those who have been silenced, and, as we discovered in our interdisciplinary unit on the Holocaust this year, “Indifference is the epitome of evil” (Elie Wiesel). As adolescents, we are exposed daily to horrors going on around the world and often feel powerless to bring about change. Through a Cancer Awareness Initiative we carried out this year, we were able to see that within each of us is the power to positively affect lives even in the face of a tragic disease.
Pre-K Gala Art Dedicated to Ms Moxey
Without compassion and without a cure, cancer has affected more than 5 million people in the last 20 years worldwide, and affects 1 out of every 10 women in Renae Moxey The Bahamas. This year, cancer affected one of our very own, a teacher, a friend, and a hero to many in 16
With the kind assistance of the LCIS PTA and our teachers, Ms Bethel and Ms De Jong, we were able to formulate a plan of action, including a series of events and small fundraisers. We immediately got started working toward our goals and were immensely supported by the LCIS community. We had the opportunity to raise funds for Ms Moxey’s care through the PTA’s new Dragons’ Den programme which supports student-led projects by awarding grants to students with compelling action plans. We captured the hearts of the PTA with our ideas and motivations and received a generous grant of $750 to start our initiative. It was so inspiring to learn that our group will serve as a pilot for future student projects, ensuring many others may one day be helped just like Ms Moxey. We will be continuing our efforts next year to ensure that more and more attention can be brought to the plight of the millions of people around the world still fighting cancer. People who are touched by cancer are changed forever. Although Ms Moxey has now passed away, we are proud to know that she expressed appreciation for our efforts and that we were able to help make her passing as peaceful as possible. We will never forget the love and generosity shown to her by our community. We hope that, through our actions, other young people around the world will see that indifference is never the answer.
Renae Moxey Mural 17
A Lap for Love on Sports Day Over 200 students of all ages, parents, teachers, and faculty participated in a lap around the track at our annual Sports Day in February. We sold pink bandanas that were worn to raise awareness, and the true meaning of family was shown. Thanks to generous donations and kind hearts, we raised $1,500, which was a major step on our journey.
Cakes for Cancer Bake Sale In February, we worked along with the PTA to host a bake sale to build awareness of cancer, as well as raise funds to support Ms Moxey. We were so glad to be able to assist in this event, which raised $4,608.
Kick for the Cure Soccer is a passion of many students at LCIS. In an effort to bring all youth soccer athletes on the island together for a common and worthy cause, we are planning to sell pink socks to raise awareness and funds for a cancer awareness organisation at games next school year.
Well-Rounded
and
World-Class
The Best Preparation for College and Life By Felicia Taylor (LCIS Class of 2011, University of Richmond ‘16)
an IB education also granted her an entire semester’s worth of credit that allowed her to graduate early. “Having that backbone gave me the courage to make it through freshman year,” she notes.” Natascha has also completed an Master of Fine Arts at the Savannah College of Art & Design. She recalls, “I felt ready to step outside of my comfort zone and into the real world.”
this reason that the IB is the best preparation not only for college, but also for life. My fellow LCIS graduates and I have realised throughout the journey of pursuing our education that the techniques and skills we learned from the IB serve as a guide, both professionally and personally. We use these skills to maneuver through our life experiences; they shape our perceptions of the world around us. Felicia Taylor
Lyford Cay International School is well-known for its rigorous academics and its ability to prepare students for the future. As a 2011 graduate, I can attest to this. After leaving LCIS, I felt prepared for my next steps after graduation and for the future beyond my educational career for life. Attending LCIS means learning in an international and diverse setting. IB students are constantly encouraged to view the world and the experiences it offers through many different lenses. The IB’s approach to learning teaches students several very important life skills self reflection, open-mindedness and risk-taking. Starting from the PYP, through to the MYP and beyond, IB students are constantly reminded to reflect: to stop, think and inquire. It is for
READINESS FOR COLLEGE I was more than a little surprised when I realised that many of the assignments I was being given during my first and second year courses at the University of Richmond had a hint of the familiar about them. I was asked to complete assignments that required skills I had already mastered: being a critical thinker, analysing texts and materials and completing university-level writing and research projects. For 2008 graduate Natascha Vazquez, who now serves as Creative Arts Programming Manager at the Current Art Studio at Baha Mar and a writer for the National Art Gallery of The Bahamas, entering a university setting with an IB background was a “confidence booster,” as, she says, the IB was widely recognised at an international level. Academically, 18
Natascha Vazquez
RISK-TAKING For many of us, making that first leap to study abroad is in itself an action of risk - one that was sought with open arms because we understood as IB graduates that risks are necessary for personal growth and improvement. Being an IB learner means finding motivation when facing the uncomfortable and the uncertain. In the IB, we were taught to be risk-takers, taught that growth comes with change. We were taught that risks need to be met with perseverance and most importantly, attentiveness. For me this meant reaching out and taking the risks involved with enrolling in not only the Varsity Soccer Team, but also Glee and even Jazz Band, though I was a Biology major at the University of Richmond. Although it may have been difficult to adjust to at first, I succeeded in participating
in all of those groups, while still prioritising my studies. Being a part of the Jazz Band led me to push myself to begin performing in public as a soloist. Had I not taken the risk to join, I would have never been asked to sing post-graduation or learned how to play the guitar. Taking risks shaped who I was as a learner and as a growing musician.
INTERNATIONAL-MINDEDNESS 2010 LCIS graduate and Calvin College alumna Shannon De Jong describes the greatest advantage of studying an IB education as an “enhanced worldview.” Shannon is currently serving as a US Peace Corps Volunteer in Rwanda. She deeply believes that the IB programme helped her to “improve her critical-thinking skills and expand her worldview.” During her time in the IB, Shannon says she was “challenged to be constantly aware of different perspectives, ideas and approaches in order to learn how to balance those differences when looking at the big picture. There is no doubt that the IB best taught us this skill through the Learner Profile attribute of open-mindedness: calling for us to try to understand not only other individuals, but also how other communities function.”
acques
LaShonda Jean-J
LaShonda Jean-Jacques is a 2009 LCIS graduate currently pursuing her Master of Social Work who definitely learned to take risks. During her second year at the University of Richmond, LaShonda found that she no longer wished to be a medical doctor, and instead created her own major under the umbrella of Interdisciplinary Studies. This allowed her to draw from her experience in the IB to craft a course of study that was weblike as opposed to linear. She was able to mould her own approach to learning, as we were taught and encouraged to do in the IB. Her risk-taking led her to conduct independent research on the inner city, immigration and low-income drug rehabilitation facilities in Richmond, VA. “Before summer 2012, I had never been inside a drug rehabilitation facility, let alone, had daily conversations with recovering addicts in hopes of sharing their stories,” says LaShonda. “I had to be brave in ways that I never knew I could be, and this charge to be honest on other people’s behalf propelled me to lay out the truths to which I was enlightened as I journeyed through life,” she continued. Risk-taking became a very tangible part of LaShonda’s life. It had a profound impact on her, and studying the IB at LCIS helped to open that door.
Shannon De Jong
Shannon also attributes the IB’s multidisciplinary approach to learning as an important factor in her worldview: “When subjects are taught in a multidisciplinary way, students are trained to think of issues as multifaceted and interconnected, rather than viewing things from an isolated perspective, which often fails to tell the whole story.” The concept of open-mindedness is carried with every IB graduate as a useful tool for establishing future relationships, creating and understanding learning opportunities and simply processing the world around us.
PREPARATION FOR LIFE As LCIS graduates, we were all able to gain a wealth of knowledge that transcended academic excellence. Through our life experiences, Natascha, LaShonda, Shannon and I share a connection with thousands of other IB graduates around the world. Our education included life skills that we continue to carry even beyond our college careers. These skills make us LCIS-educated. They make us well-rounded. They make us world-class.
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Alumni On Founders Day in 2015, LCIS started a tradition to connect alumni families with the school by planting a tree in their honour and creating the Alumni Parent garden. This year, LCIS welcomed a new honoree to a very special group of families who have a long history with the school. Katrina Cole (née Montgomery) who attended LCIS from 1974-80, received a plaque from her son, Montgomery Cole, who joined Junior Pre-K this year and planted a lignum vitae, the tree of life and the national tree of The Bahamas, in the garden.
“Lyford Lyfers” All senior students who have attended Lyford Cay International School for all of their years of school are affectionately and respectfully known as “Lyford Lyfers.” The growing list of Lyfers is a testament to the school’s vision and growth as an educational institution, committed to developing the full child through all stages of their educational career. Eduardo Vazquez - Class of 2006 Jordan Kemp, Fritz Stubbs, Natascha Vazquez - Class of 2008 Alexis Roberts - Class of 2010 Samuel Jennings - Class of 2011 Francesca Curry, Daniel Jennings, Marissa Maura - Class of 2012
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Gerrick Farquharson - Class of 2013 LeeAnn Azzara - Class of 2014 Sean Blyden, Patrick Colle - Class of 2015 Gabrielle Hollaender - Class of 2016 Channing Thomas, James Claridge - Class of 2017
ALUMNI NOTES
AN INTERVIEW WITH
SIMON TOWNEND (1973-75)
Member of the Board of Directors and Chair of the Project Finance Committeee at LCIS HOW DID YOUR FAMILY END UP IN THE BAHAMAS? My parents, both from England, met and married in The Bahamas in the 1960s, and my sister and I were born in Nassau. I was very fortunate to attend Lyford Cay School from 1973 to 1975. In 1975, we left The Bahamas. While we returned some years later, I finished my education in England at Charterhouse boarding school and Bristol University. When I graduated from Bristol in 1991, I joined KPMG in the UK and in 1995 accepted a job with KPMG in The Bahamas. I moved back with my wife, Jacqueline, as we were married a month prior.
WHAT IS THE FOCUS OF YOUR CAREER TODAY? In 2003, I became a partner of KPMG. KPMG is a global firm with 188 thousand employees in 152 countries and $25 billion in revenue. I sit on the Europe, Middle East and Africa advisory steering committee for the firm. In The Bahamas, we have 80 staff, and I lead KPMG’s Advisory practice. I am also Head of Advisory for a group of 16 KPMG country offices. In addition to my work life, I serve as a Council member, and Honorary Treasurer of the Bahamas National Trust, which is mandated with the protection of 32 national parks in The Bahamas, with over 2 million acres of marine and land-based biodiversity. And, I sit on the Board of LCIS.
HOW HAS LCIS REMAINED A PART OF YOUR FAMILY’S LIFE OVER THE YEARS? While I have not always lived in The Bahamas, one constant in my life has been LCIS. I have very fond
memories of my days at LCIS, which in 1973 was a much smaller, 10 year old school of less than 100 students, with only a couple of school buildings, in a very new real estate development. My sister also attended the school from 1981 to 1984, by which time the school had grown to about 150 students. My father, Peter Townend, was a Board member and Treasurer during the time my sister attended the school, and he has some fascinating tales to tell about the school’s relative infancy and the many challenges to its survival back then. My son Oliver, 14, and my daughter Sasha, 10, were both born in The Bahamas, and they have attended LCIS since they were both 3 years old. I was invited to join the Finance Committee of LCIS in 2013 and am proud to have served on the Board of Directors since the 2014-15 school year, just like my father did many years ago. The values of the school, including open-mindedness and respect for others, positive communication and a safe, friendly, supportive community in which opinions and cultural backgrounds of all individuals are respected, were there from the beginning. I believe that my first formative years at LCIS were very instrumental in building the values that I have applied in my later education, work, community and family life.
WHAT ARE YOUR MEMORIES OF YOUR DAYS AS A SCHOOLBOY AT LYFORD CAY SCHOOL?
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For the kids who may read this, I think teachers were even stricter when I was at the school. I have memories of the headmistress when I was there, Mrs Millar, a wonderful lady, who expected the highest standards of her students. At the start of school, we would be lined up and she would inspect our nails and behind our ears to ensure they were clean, and our shoes to ensure they were polished to the appropriate standard! We were in serious trouble if anything was below standard, and I think our Mums and Dads were even more terrified of us falling short of Mrs Millar’s standards than we were!
It was a real pleasure to have former headmistress Mrs. Veronica Campbell (1981-93) visit campus to take part in research for the upcoming book about the history of the school. Mrs. Campbell had many memories to share with author Eric Wiberg (1975-79).
Mrs Veronica Campbell
Congratulations to Sarah “Sam” Condron (née Williams) (198185) and husband James on the birth of their second child Peter, a brother to Alfie born in 2014.
Eric Wiberg (1975-79) recently published his second book in a trilogy about U-boats. In 2016 his book U-Boats in The Bahamas was published followed by U-Boats off Bermuda and U-Boats in New England is under contract to follow.
Sarah “SAM” CONDRON
Congratulations to Felicia Taylor (Class of 2011) on her recent engagement to Andrew Pajakowski. The couple will be getting married in Costa Rica in July.
Davina Adderley (Class of 2014) recently took part in the International Honors Program Study Abroad, visiting four continents in sixteen weeks.
Atalanta von der Schulenberg (Class of 2016) was recently featured in a fashion photo shoot for Bahamian designer Theodore Elyett shot by Scharad Lightbourne.
davina adderley
Felicia Taylor Congratulations to LaShonda JeanJacques (Class of 2009) (née Hanna) and her husband Jed on the birth of their son Liam and also on the publication of her first book “Broke Down Christians” available on Amazon Kindle and Paperback.
LaShonada jean-jaques
atalanta von der schulenberg
At the Christmas Alumni Social, the Class of 2007 celebrated their 10th Reunion. Those who attended - Anastacia Bethel, Lauren Munnings (née Campbell), Georgette Stubbs and Addington Cox were presented with a commemorative gift that has also been sent to the other 11 members of the Class around the world.
CLass of 2007 10th reunion
We always get so hungry when we catch up with Stanelia Bethel’s (1987-99) company Baker’s Lane on Facebook. Her sweet treats are to die for! Congratulations to Lisa McCalla (née Donaldson) on her wedding to Derek McCalla
STANElia bethel Congratulations to Demetra Gibson (1989-96) on her marriage to Emmanuel Obusez in March this year. Her bridal party included her sister Zoe (1989-96).
demetra gibson
Lisa McCalla (née Donaldson) Congratulations to Alizée Blohorn (née Lourdin) (198998) and her husband Géraud on the birth of their daughter Sienna.
Congratulations to Neil Hingle (1992-94) and his wife Laura on the birth of their second child Heidi, a sister to Isabelle born in 2015.
neil hingle Congratulations to Alexa Bernal (Class of 2007) on the birth of her baby Duke.
Alizée Blohorn (née Lourdin) 23
ALEXA bernal
Congratulations to Kimberly Karl (nĂŠe Lefler) (1997-02) and her husband Brian on the birth of their second child Charlotte, a sister to Ava born in 2012.
kimberly karl
Check out Adam Girling’s (198900) new clothing company Compass Bahama http://www.compassbahama.com
adam girling Class of 2015 graduates Claire Pico and Alyssa Reid met up on the other side of the world when Claire took time out from her studies in France to visit Alyssa in Sydney, Australia. #LCISmakesfriendsforlife
Double congratulations to the Henderson family with Robert Henderson (1990-00) getting married to his partner Justin and Alex Henderson (1990-02) getting engaged to Chad Schwalbach.
Claire pico and alyssa reid
Congratulations to Corbin Abila (2004-07) on his marriage to wife Taylar.
Congratulations to Charlotte Jane Aberle on her engagement to Darren Adler.
Congratulations to Matthew Paton (198183) on his engagement to Barbara Knill.
Liam Holowesko (200414), one of the most talented young cyclists in The Bahamas, continues to make an impression on the international scene after claiming the 2016 US National Cycling Junior Time Trial Championship.
charlotte jane aberle
ROBERT henderson
ALEX henderson
corbin abila
matthew paton 24
liam holowesko
While the current Grade 11 students were in Florida visiting Rollins College for their Extended Essay research trip, they met up with LCIS alumni who attend the college. Hailey Luedders (Class of 2016), Tevin Roberts (Class of 2013), Sasha Cove (200012), and Sean-Ryan Thomas (Class of 2015) pose for a photo with Brandy Fransen, Associate Director of International Admission at Rollins. #LCISAlumni
tiera Ndlovu
Hailey Luedders, Tevin Roberts, Sasha Cove, and Sean-Ryan Thomas
Nikita Shiel-Rolle (199601) continues to share her passion for the environment, as she was invited to be the keynote speaker at recent UNESCO conferences in Argentina and Saudi Arabia.
nikita shiel-rolle
Tiera Ndlovu (Class of 2016) launched “TrulyTiera,” an Etsy store where prints of her artwork may be purchased. You can follow her on Instagram [@ TrulyTiera] for updates.
Christopher Ross (198588) visited campus while on honeymoon with his wife Rhona. It was a pleasure to show them around campus and to hear him share his memories.
In a recent Huffington Post article, Chloe Campbell (2013-14) was described “as, a voice with natural soul.” Her new single “Sick” was released in 2017. @chloerosecampbell
Congratulations to Chris Rinus (199601) and his wife Tasha on the birth of their son Jaxson.
Congratulations to Adriano Baldacci (1987-99) and his wife Raquel on the birth of their first son Luca.
chris rinus
christopher ross
chloe campbell
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Adriano Baldacci
UNLOCK THE FUTURE Reflections on the 12th Annual Gala Dinner & Auction
Belvedere bars. The Old Fort Bay Club presented a magical venue and delicious meal, while Woslee Construction and Cacique International created a lovely tent space for the night.
The 12th Annual Gala Dinner & Auction was held at the glamorous Old Fort Bay Club on Saturday 1 April 2017. As always, the event helped to ensure that LCIS can continue to provide the best education available in the Caribbean and “Unlock the Future” for our students. This support helped us to raise over $850,000 toward the Annual Fund.
We are proud to announce that our online auction raised the highest amount ever in the school’s history, $145,000, even during an island-wide internet disruption.
This year, we were glad to host a soldout event that featured performances by our National Arts Festival winners, Grades 4 and 6 and Steel. Guests enjoyed a delightful sunset cocktail hour with Veuve Clicquot Rich and
Donations at the Gala, including generous underwriting by corporate partners, table and ticket purchases, live and online auction participation, and donations to the Fund-A-Need, all
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support our Annual Fund, which makes transformative experiences a reality for the students of LCIS every day.
will be open until 31 August 2017 at w w w. b i d d i n g f o r g o o d . c o m / l c i s g a l a . By giving, you can contribute to the enhancement of the campus playscape and grounds, helping us make even more improvements to our students’ environment.
Thanks to these generous gifts, LCIS is able to go well above what tuition dollars allow and fulfil our mission of Inspiring Excellence. The financial aid, educational enhancements and capital improvements supported by these contributions make a difference in the life of every member of our school community.
Plans for next year are already underway. For further information, please contact Rebecca Massey at rmassey@lcis.bs or call (242) 362-4774 ext. 2250. You can view the video shown on the night at www.vimeo.com/lcis
For those of you who could not make it to the Gala, the Fund-A-Need
Our online auction raised the highest amount ever in the school’s history: $145,000
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Lyford Cay Drive, PO Box N-7776, Lyford Cay, Nassau, The Bahamas
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www.lcis.bs
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242.362.4774