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Marymount Matters winter bulletin

2020

r t i y n e t u v hro i d ugh

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WELCOME FROM THE SCHOOL LEADER ta b l e o f c o n t e n t s

Welcome From the Head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Creating Unity Through Diversity The International History of the RSHM . . . . . . . . . . . . . . . 2 Building a Global Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Diversity in the Marymount Curriculum . . . . . . . . . . . . . . 6

Halloween Reimagined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Internationalism and Black History Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Student Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Alumnae Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Mentoring at Marymount . . . . . . . . . . . . . . . . . . . . . . . 14 News & Events New Multi-use Sports Pitch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Christmastime Celebrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Welcome to our Winter edition of Marymount Matters and an opportunity to reflect on the different ways the community works towards its goal creating unity through diversity! As Sister Kathleen reminds us in her leading article, international mindedness is at the heart of the Christian message and is in the very DNA of the Religious of the Sacred Heart of Mary. From the outset, the order that founded the Global Network of RSHM Schools was not only Catholic by denomination but also catholic in outlook, focusing on the universality and inclusivity of Jesus’ assurance that he had come ‘So that all may have life, and have it to the full’ (John 10:10). Our focus for this semester has been creating a community of love and compassion and, amid the busyness of normal school life, we have taken time to consider the ethos and values that inform our understanding of what it means to be a global citizen. Despite the challenges we have faced, this has been one of the most enriching periods in the School’s history and I would like to pay tribute to the students, faculty, staff, parents and alumnae who have done so much to further our mission to be ‘firm in faith, vibrant in hope, rooted in love and one in service’. Happy reading, and best wishes for a joyful and blessed Christmas. Warmest regards, Nick Marcou School Leader

CREATING UNITY THROUGH DIVERSITY By Sr. Kathleen Connell, RSHM

“Marymount is a caring, international community. It gives you the opportunity to learn different cultures and make great friends for life from all over the world.” – Marymount Alumna

I was invited

to address the graduates of the Class of 1999 at Marymount International School London. The day before, the graduates from many different countries, backgrounds and religions, had gathered together to pray, in twenty languages, for the needs of the world. They had become one community, a weave of different nationalities, cultures, social classes and religions. Their experience of this unity amid diversity was a priceless legacy. As one day-student wrote: “Marymount is a caring, international community. It gives you the opportunity to learn different cultures and make great friends for life from all over the world.” When I returned in 2010 to spend seven years at Marymount London, I experienced that same strong spirit of unity throughout the entire school. It is an “instinct” in RSHM Schools, inherited from their founder, the Venerable Father Jean Gailhac. Father Gailhac, born in Beziers, France in 1802 and ordained in 1826, had been invited to teach philosophy at the seminary, but turned down the offer. He preferred to be the chaplain in an old, large hospital for veterans, the poor, the sick and the dying. This remained one of his ministries for twenty one years! He began a Refuge, the Bon Pasteur, for women who were trapped in prostitution and were desperate to be free. Soon infants were left at the doorstep, and an orphanage spontaneously began. Father Gailhac realized the need for a congregation of women to assist him with these diverse ministries. That was the beginning of the Religious of the Sacred Heart of Mary in February 1849. He reminded them that

“Nothing pleases God more than union of hearts. This union is the strength and the perfection of a Community. Form all into one through love.” The Bon Pasteur was renamed the Motherhouse of the RSHM and was expanded to include “all the works that could contribute to the salvation of girls and women of all classes.” In 1851, the RSHM opened a boarding school for middle-class French girls and, once they began new foundations throughout Europe and the United States, they opened schools for the poor, the privileged and, when needed, night schools for the women and children who worked all day in the mills and factories. When asked by the Cardinal of Dublin about the works of RSHM, Father Gailhac had responded: “Our works of zeal encompass the highest classes of society as well as the little orphan or the person vulnerable to the world.” The RSHM now minister in various ways in fourteen countries. Nineteen RSHM schools throughout the world, including Marymount London, have formed a Network of Schools with common goals and criteria. Two of the Network’s goals caught my attention: “We are attentive to living the distinctive spirit of the RSHM Mission: “That all may have life.”(Goal #6) Another goal (#2) entitled “To Create Unity through Diversity” continues: “As a school community: We celebrate and share our diverse cultures and national traditions to enhance international understanding.” Father Gailhac would have been very pleased. His last words before dying were “Union, union, charity … All, all, always."

Father Jean Gailhac

with the issues

• drive change

• introduce new perspectives

By Jonathan Alexander-Bridger (Social Studies) and Zoe Hickox (English)

ne of our favourite things about life at Marymount is that the student body is truly international. Not only is this wealth of backgrounds and experiences an impactful resource to draw upon when teaching, it is also a joy to see so many of our students using this opportunity to build relationships and prepare themselves for their futures in a globalised world. Many of our students look for one another's similarities, rather than their differences, and whilst individuals' cultures and beliefs are not always shared, our girls have so many passions and interests in common. That said, in an educational environment, the informal exchanges that take place within a diverse student body cannot be relied upon alone to help students cultivate a sense of social justice and responsibility. Departments across Marymount are taking a thoughtful, deliberate approach to include the voices of communities often excluded from formal curricula. These are voices that represent the experiences of our students from all backgrounds as well as the experiences of communities beyond the range of Marymount's students. They offer historical contexts and literary responses to the intercultural tensions that arise across and within borders. They celebrate the achievements and impact of individuals around the world. By framing the goals of new curricula around the vocabulary of anti-racism, departments intend to challenge engrained, often unacknowledged assumptions and encourage students to engage with difficult topics. The urgency of this approach is clear. Our students are living through a global reckoning centuries in the making. Over the spring and summer, from the strange perspective of lockdown, Marymount students watched and listened as first the U.S., then countries flung far and wide, demonstrated in support of the Black Lives Matter movement. Though the protests began locally with the death of George Floyd at the hands of a Minneapolis police officer, they spread rapidly, reflecting the global need to grapple with deeply rooted history, unacknowledged prejudices, and systems built for the benefit of certain groups, to the detriment of others. Students returned to school in September with a desire to engage with the issues, a drive to challenge the status quo, and a new vocabulary to express their beliefs. They began conversations with each other, teachers, and members of the Senior Leadership Team. They looked at the existing curricula and asked why it did not include more perspectives. It is inspiring that so much of this drive for change has come from the students themselves. Whilst departments are proud of the work that they have already completed in expanding the curricula, as a school we look forward to building on this as an active focus in the new year.

“diversity is nothing without inclusivity.”

30% of our 2020-21 students hold 2 or more passports. Their primary passports build a student body representing 35 nationalities with a wide range of religious backgrounds.

students engage

As a wise student said earlier this term,

Building a Global Future

ti Na

ona

liti e

s • American

• Angolan • Argentine

• Azerbaijani • Belgian • Brazilian • Canadian

• Cypriot • Dutch • Indian • Iraqi

Jordanian • Kazakh • Kuwaiti • Luxembourger • Malaysian • Nigerian • Portuguese • Russian • South African • Singaporean • Swedish • Swiss • Turkish •

2% Polish

6% German

6% Japanese

6% Spanish 3% Italian 5% Korean 2% Chinese 4% French 2% Australian

46% British

Diversity in the Marymount Curriculum

november

Akari, Grade 11; Diya, Grade 10; Nadiyah, Grade 11

hen George Floyd was killed in May of this year, the Black Lives Matter movement spread like wildfire across the globe. Thousands lined up on the streets, protesting against racial violence towards black people. With Marymount's vision being "That all may have life," the School community has responded by reviewing diversity and inclusion in our curriculum. At a School-wide level, Marymount’s Senior Leadership Team created the Anti-Racism, Diversity and Inclusion Committee, which will consist of students, staff and faculty who will evaluate what already exists to ensure diversity within the curriculum, as well as identify areas for future growth. Emily in Grade 10 says, "I think diversity in the curriculum is essential as one of the school goals is "unity through diversity." In Religion, we learnt about prejudice and discrimination, which helped me become more aware of the inequality and lack of dignity in society." In Drama, Grade 10 students created performances inspired by Black Lives Matter (BLM). Aleksandra, one of the performers, said, "We created a piece of epic theatre inspired by the study of Bertolt Brecht." Isabella, another performer, added, "Using placards, multimedia and a third person narrative, we touched upon the themes of racism, homophobia, and cancel culture, in an attempt to make the audience feel uncomfortable (a key element of Brecht's technique)." During ISTA, a three-day trip offered to DP theatre students, students learned about what some

people experience in their home country, creating a performance-based on an article about Indigenous women and girls in Canada. The National Honor Society also focussed on BLM this semester. October marked Black History Month, and we celebrated the outstanding contributions by Black people to society. The Fundraising and Entrepreneurship Committee organised a BLM pin sale to raise money for the UKBLM fund. Additionally, the Social Justice Committee arranged a student panel discussion during Advisory, where students learnt about stereotypes and microaggressions. In terms of writing, Grade 11 students have been studying literature by British Muslims. One of the books they read was Home Fire by Kamila Shamsie, a contemporary reimagining of the Greek tragedy, Antigone. Home Fire follows the lives of British Muslims, telling the story of loyalties torn apart by love and politics. According to Sofía, Grade 11, "Pushing diversity in our school curriculum is one of the most important things we can do to ensure every student feels supported, particularly at an international school. This can be done by reading books by BIPOC (black, indigenous, and other people of colour) authors, learning about diverse types of art, and looking at the world from the perspective of everyone in it, not simply the Eurocentric view. Being in an IB school, I believe that diversifying the curriculum would benefit everyone."

2020

Grade 6 Religious Studies students designed logos representing one of the School Goals:

Esme (winner)

Maggie (runner-up)

While visiting campus, Sister Mary Jo Martin (RSHM) was able to congratulate the competition winners. Sister Mary Jo is a Marymount London Governor and a regular visitor to the School.

Mio

Nerea

This November, her visit included a Q&A with Grade 6 students where she told her story of what inspired her to embark on her religious vocation, the significance of her vows and he very honest account of the joys and challenges of living in community. Oona (runner-up)

Lexie

“In Religion, we learnt about prejudice and discrimination, which helped me become more aware of the inequality and lack of dignity in society.” Emily, Grade 10

HALLOWEEN 2020

Halloween at Marymount Nadiyah, Grade 11; Diya, Grade 10

Halloween celebrations at Marymount this year certainly took our (collective and masked) breath away! To put it simply, students and staff brought their A-game. Costumes ranged from beautiful princesses to creepy ghouls and monsters that haunt our nightmares. Grade 10, who were self-isolating at home that week, did not let it stop them taking part. One student, Amelie, said, "I loved watching the skits and just being in our crazy costumes on Teams." Another student, Isabella, also enjoyed the online Halloween experience. She said, "I enjoyed doing the PE workout in my inflatable costume, although it definitely was a lot harder than I imagined. I also liked that during Advisor, we were able to play Kahoots, so it still felt like we were at school together." The part of the day that students were most looking forward to was seeing which Grade won the Halloween Skits. After weeks and weeks of planning, filming and editing, the skits were finally ready for everyone to see. This year's performances had everything, from dances to Taylor Swift's Look What You Made Me Do, the all-time favourite, Thriller to a Zoom Call gone wrong… Grade 11 certainly had an exciting time filming their Skit, as they spent plenty of time pranking their teachers. But the Grade that won the best performance was Grade 10 for their spooky and comedic imitations of their teachers! All of the students had amazing costumes, so the teachers had a hard time choosing their favourite ones. Sofía, who took home the prize with Omosade (both Grade 11), said upon reflecting on the experience, "Halloween celebrations felt more relaxed than most years, and although it was sad that the seniors couldn't do their annual Spook House, I hope we all enjoyed dressing up and spending time with our Grade!" According to Aleksandra in Grade 10, "Halloween 2020 will be for sure something to remember!"

But what about the Spook House? A G r a d e 12

perspective

Iman, Grade 12 It’s an indisputable fact that the Senior Class always looks forward to Halloween celebrations at Marymount. This year, however, our Halloween looked a little different (to say the least). Although Grade 12s were not able to carry on the age-old tradition of the Spook House, and we couldn't watch live grade performances, the spirit of the Marymount community was in no way diminished. The creativity that was showcased throughout the Grades (and the School) was simply outstanding and the wide smiles were most definitely not lost behind the masks. I was amazed to see how committed everyone was to their Halloween costumes and skits, which we were able to see virtually in our grade bubbles. The range of performances we witnessed was astounding: there was screaming, gasping, but mostly lots and lots of laughing. We enjoyed snacks and music in the DP lounge after watching the performances and reflected we on how this would be our last Halloween at the school, a tough pill to swallow. Nevertheless, we enjoyed each other’s company and the break we were getting from our hectic lives as second year IB students. So, what does it matter if Halloween this year was not exactly what we had envisioned? There is no doubt in my mind that this was a day the Class of 2021 will never forget.

Internationalism and Black History Month By the NHS Social Justice Committee

his October during Black History Month, Marymount has been considering its own unconscious biases more intensely than ever. From student conversations to classroom discussions to meetings with senior faculty, we have been examining ourselves and Marymount as a whole, discussing ways in which we can make this school and our wider community a better place for Black students. In the National Honor Society, we have decided to focus all of our initiatives for this term on Black History Month and the Black Lives Matter movement. We hope to continue this into the next calendar year, as this is not a conversation that should be limited to one month only. In the Social Justice Committee, we are forming student panels to discuss issues such as racial justice and identity. We will be inviting students to speak about their personal experience and encourage discussion within Advisor groups on how we can actively make our school a more conscientious environment for students. These student panels will be discussing topics such as

stereotypes and microaggressions, racial and ethnic identity, the history and impact of Black culture in the UK and more. Each one of us has a role to play in social justice. We hope that by including everybody in these discussions, students - whether or not they are affected by racial or ethnic discrimination - can reflect on their experience and how they can be more aware of their own conscious and unconscious bias. Since the beginning of this year, many of us have noticed a greater openness to having discussions about racial justice. This has not only taken place between students, but also at every level in the School. Adeoyin, the Chair of our committee, gave a speech in assembly discussing how racism can present itself in a school setting. Multiple meetings have been held between senior faculty and students, discussing the progression of the movement at Marymount. We are very excited to see change taking place and look forward to working towards greater social justice in the future, not only within the committee but in the School as a whole.

STU DENT REFLECTIO NS A Warm Welcome Back

Giving Thanks

Giselle, Grade 10

Anaïs, Grade 8

In September, we were fortunate to finally return to Marymount's embrace, though this time with masks and ultra-sanitised hands. Walking into campus this year, we have all matured and learned to adapt to the new rules that help to keep us all safe. We have risen to the challenge of engaging with each other in a safe distance and have produced more laughter despite the masks covering our mouths. Most importantly, the rigorous social distancing measures did not stop Marymount from delivering the most enthusiastic welcome to the new students this year. Despite the difficulties with "hearing people through masks", says Amelie from Grade 10, "I made friends quickly" because "everyone was so nice and welcoming". Indeed, the masks obscured our "expressions". Still, they did not hinder us from continuing to care for one another and establishing new bonds. In Seoyun's opinion, even though "it was difficult to remember the faces of new teachers and friends", she was glad to see that Marymount "values the safety" of everyone. Furthermore, she was fascinated to participate in Drama and Dance for the first time, with the implementation of social distancing. The Grade 6 girls this year received a special virtual welcome and acquainted with each through a small introductory video of themselves. The youngest new boarder at Marymount, Angela (Grade 6), expressed it as follows: "Everyone in Boarding is friends with each other. It does not matter what Grade you are in… we're all sisters." Although it is sometimes necessary to self-isolate at home or Boarding, Marymount students have all shown resilience in ensuring a smooth transition to temporary online learning. They have taken initiatives in their approaches to communication with peers and teachers by arranging virtual meetings and have demonstrated self-motivation in upholding their standards, as well as striving to achieve their goals while learning remotely.

At Marymount, Thanksgiving is always an unforgettable experience. Whether it’s the delicious food prepared by the kitchen staff, or the fast-paced house games, you’re guaranteed to have a good time. Last year we celebrated with inter-grade house games, what will be different this year? The day started off normally. That was until we saw the thanksgiving decorations in the cafeteria. My friends and I all burst out laughing when we saw the turkey decorations around the place and when we saw the special thanksgiving menu, I couldn’t wait for lunch to start. But first, we watched the thanksgiving liturgy–the highlight of which was Miss Burke’s beautiful prayer as well as Ani’s incredible singing and Coco’s spectacular piano playing. I think my whole Grade can join me in saying we were extremely moved by the whole service, despite watching it on a screen. The next activity of the day was the house games, and when we walked into the sports hall, the calm atmosphere that had settled over my grade during the liturgy was gone. Competition mode was on. We split into our houses and had a fast-paced game of “runningthrough-hoops-but-also-playing-rock-paper-scissors” which ended with St Felix and St Croix winning a game each. Then came the long-awaited Thanksgiving Feast. I think it’s safe to say I only saw clean plates on my table by the end of it. The turkey, gravy, mashed potatoes and pigs in blanket were all as delicious as each other and I think many people would agree with me when I say it was the highlight of the day. That and the Thanksgiving-themed decorations of course. Given the circumstances, I believe this Thanksgiving really lived up to everyone’s expectations and more. One student described the day as “short but fun” and another student said that the day really “raised their spirits in this tough year.” On behalf of the student body I’d like to thank anyone involved in the planning and preparation of this amazing day.

entrepreneurship Two Marymount Alumnae entrepreneurs talk about their lives since Marymount and share their story about starting up their own businesses!

Fatima Durrani Class of 1986

Freelance Content Strategist & Writer Since I graduated, it’s been a busy ride! I graduated with a BA in Philosophy & Writing from university, followed by an MA in International Studies. I’ve travelled a lot: moved to Houston TX, to Richmond VA, to Nottingham in the UK, to Washington DC, to Dallas TX. For a long time, I worked in the field of business intelligence and risk, where I began freelance writing. In my personal life, I am married and have three awesome kids. Throughout my life I’ve also been heavily involved in the non-profit interfaith and cross-cultural sector, helping to bring diverse communities together. When asked why I became an entrepreneur, I say: entrepreneurship chose me, I did not choose it! The opportunity to freelance as a writer came upon me and I seized it, in my niche of business travel risk and I write for Business Travel Executive regularly. More recently, I launched as an entrepreneur in the world of healing, wellness & natural medicine, and this landed in my lap. It was the perfect intersection of my passion for essential oils, helping others find a natural way to heal, and a great business opportunity. That being said, my kids (aged 22, 18 and 15) are my greatest achievements. They are compassionate and caring people in a world that often rewards the opposite values - all by the Grace of God. When I look back on my time at the School, I think the greatest Marymount legacy is Mr Weldon. He was my philosophy teacher, and he left a lasting mark on me as a person. It was not just his intellectual capacity, but his character and humanity that I felt the most.

A l e ja n d r a Carreno Garzon Class of 2013

Co-Founder and CEO at MeiXter LTD Right after graduation, I took a gap year to play football for a team in London. The following year, I moved to the US to study Industrial Design and play football for SCAD (Savannah College of Arts and Design). After a great year in America, I decided to return to the UK and pursue my career, both athletic and professional, at Bournemouth University (BU), where I've been studying since 2015. For my undergraduate placement year, I decided to go to Chengdu, China. It was incredible: I loved the Chinese culture and how much I learned from moving to such a different environment. I started learning Mandarin Chinese, and I worked in a design studio where we built gyms, worked with car models, designed for brands, and more. I came back to the UK looking forward to my final year of university and the beginning of my design career. I was not expecting what was to come next at all. Growing up, I had had issues with injuries and with my back. When I came back to the UK that summer, I started training again to get ready for my final year in the Varsity Football team at BU. Two months later, whilst getting ready at home, I suffered a sciatica crisis. My spinal surgeons told me that my back was in such bad shape that surgeries would cause more harm than good. After a month in the hospital, I was sent home to work on physical therapies that would allow me to walk again. I started my final year of university in a wheelchair and taking lots of medicine. Three weeks later, the amount of pressure I was putting my body under with physical therapies, the stress of final year, prescribed medications, and lack of rest, caused me to have a type of stroke that left half of my body paralysed. Since then, I have changed my perspective of life and of what is important: your mental health, physical health, the people you surround yourself with, and the purpose for your day-to-day. I am thrilled to say that, despite a bleak prognosis and with support from my close

Alumnae Stories family and friends, I am now walking again and working towards getting stronger. I also managed to complete half of my final year of university last year, and now doing the last half of my final year. Despite everything, many wonderful things came out of my paralysis. I learned so much about the real value of collaboration and of knowledge, a reflection that became the root of the business I am now CEO and co-founder of, MeiXter. MeiXter is an innovative 1-to-1 learning platform that has its roots in the value of knowledge and the sense of community. The aim is to create a platform that is accessible to all and that it brings together likeminded individuals in the growth of self and others. Simultaneously, I have added my values of helping the environment and incorporated the reforestation initiative to every interaction that happens within MeiXter. At first, the idea is to plant trees, but my vision is to, as the platform grows, incorporating ways to help in many other ways. I chose to become an entrepreneur because wanted to pursue an invention that helped people, helped the environment, and where there was a real need. Building a company was the only way I could incorporate the values and vision that I had. I knew it would entail a lot of work, but I also knew that it could help in so many ways. My idea gave me a real sense of purpose, I was excited whenever I thought about it and worked on it, so I had to go for it. I always ask myself: Why not me? There is no reason why I can’t achieve my vision, as long as I put the work in and believe in what I am doing. As the idea materialised and I found a great team to work alongside. I am an Industrial Designer, and increasingly I realised that being an entrepreneur involves skills that I have developed through working in this profession. However, instead of a physical product, my business partner and I have created an app. The process of idea to final product entails immersing yourself in many different fields. The day-to-day is busy, varied and dynamic. There is also a sense of responsibility and ownership that comes with entrepreneurship that makes you independent: the rate or speed of growth depends on you, and how much you put into it. All of

these aspects have come to be of immense satisfaction for me. I don’t mind working every day, because I see the growth happening, and the constant evolution. My greatest achievement and what I am most proud of to this day is having had the courage to cut the negative talk that was going on in my mind when I was told of the many things that my hemiplegia would stop me doing. I am proud of having taken the choice of halting all medication, despite having to go through a ‘cold turkey’ phase and seeking other ways to heal more naturally. I am proud of now being able to walk and filled with a sense of achievement by realising the value that authentic people have in my life. I am pleased to have allowed myself to open up, be vulnerable, and accept others’ help where before I thought I could do everything by myself. I learned that collaboration in so many ways can become a real strength. Allowing others to help you does not mean weakness, but rather an acknowledgement of your value to others. A teacher in primary school once told me that being able or more natural at something is great, but that you need to keep on studying to make the most out of the natural abilities you may have. My education taught me that, if there is something that I may not know how to do, I still can learn how to do it. If, however, I do have a natural ability in something, and it is something that I enjoy, then I have to still put in the work to grow. We are always changing and evolving but that it is dependent on our choices, on whether we choose to be proactive or not towards something. To give something time, you choose not to give something else time, but the choice you make has a consequence. It is about making a decision intentionally.

Mentoring at Marymount

he Cambridge dictionary defines mentoring as “the act or process of helping and giving advice to a younger or less experienced person, especially in a job or at school.” At Marymount we ask Grade 12 students to mentor a younger “Sister” in Grade 6 when they first arrive. A mentor is a consultant, a counsellor and a cheerleader for their mentee. As consultants, Grade 12 “Big Sisters” provide advice and recommendations based on their extensive knowledge of the campus and the workings of the IB and MYP. The insight Grade 6 girls gain from their “Sister” can save a them both time and resources in figuring out a query, freeing them up to tackle the learning tasks provided in the classroom. As counsellors, our Seniors are also on hand to help younger students grow emotionally, as a peer to talk to and lean on. Finally, as cheerleaders, Grade 12 students support their “Little Sisters” celebrating them as they achieve their Marymount ‘firsts’: their first Advisor assembly, their first Hallowe’en skit, or indeed their first concert. This programme is not only is this a great way for Grade 6 to become accustomed to the campus and to new ways of learning, but it also provides a crucial opportunity for our Senior Class to develop essential skills such as leadership and emotional intelligence. These soft skills are just as important in a Marymount girl as all their other achievements at the School. Often “Big Sisters” will remember how they were at age 11, and comment on how far they have come during their Middle and High School years.

“They told me all about the best lunches!” – Maggie, Grade 6

Serving Up Some Physical Activity!

Who mentors the Big Sister? Who, you might ask, mentors our Grade 12s? In many ways, all adults are mentors to the young people in our lives. As educators, staff at Marymount leverage their shared experience and expertise to help develop students who question, challenge and contribute meaningfully as global citizens. As these students mature and grow, they look to the future and life beyond Kingston, and search for new role models and mentors to help them with this next stage of their personal development. This spring, Marymount is introducing a pilot mentoring programme with the Class of 2021, pairing ambitious young volunteers from our Senior Class with alumnae who are graduating or just starting their career. These alumnae are hand-picked for sharing key interests and goals with our students. The aim is to help support these young women through the remaining months of their time at Marymount and beyond! We look forward to sharing the results of this project with you in the next edition of Marymount Matters in July.

“I would have been lost if I hadn't spoken to my Big Sister”

“Speaking to my Little Sister reminds me of when I was in Grade 6. Sometimes I feel like I’m still there, a new girl just starting at Marymount. Then I realise how much I’ve achieved and grown in seven years at this school. I can’t believe I’ll be graduating next year!”

d i l i g e n t p l a n n i n g a n d c o m m u n i t y s u p p o rt

b r i n g a n e w m u lt i - u s e s p o rt s p i t c h to m a r y m o u n t

Last year, Marymount looked to the community to help us shine a spotlight on the benefits of sport. This November, we have transformed the lower tennis court to create more space for physical activity at the School. A once-quiet corner of the Marymount campus has sprung to life and become our new multi-use sports pitch for volleyball, basketball, netball and tennis. As well as being an additional space for PE, it will be able to host Middle School Activities and Extracurricular Sport. It will also allow our Sports department to run more strength and conditioning sessions outside of the Sports Hall. Thanks to the diligent planning of our Governing Body, alongside donations from the Marymount community, we are eager to start using this space from January 2021! The Sr. Anne Marie Hill Sports Hall, named after the former Headmistress who championed sport at Marymount, will be the focus of the next phase of the campus’ sporting revolution. We are excited to be looking at plans to revamp the changing rooms, entrance and sports facilities to enhance the everyday experience of Marymount girls, as well as when we welcome contenders for competitive fixtures. Marymount continues to invest in sport by bringing new spaces online for our students to use. Thank you to all our community, near and far, for your support!

Tennis Court, 1970

Tennis Court, 2020

– Fay, Grade 12 mentor

– Evie, Grade 6 “She had good advice and tips for the school year.” – Calla, Grade 6

Multi-use Sports Pitch January, 2021

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Upcoming events

CHRISTMASTIME CELEBRATIONS

London Alumnae Reunion

PA Summer BBQ

Friday 14 May 2020, 6.30-8pm University Women’s Club

Saturday 4 September 2020 Marymount London

To attend: tickets are free, please register via the website, email invitations or contact the Development Office.

To attend: tickets are included in the PA membership fee for current parents.

Alumnae and faculty of all classes are welcome to this reunion in the heart of London. This fun social event also provides a space for alumnae to catch up with their friends, teachers and house parents as well as network with one another. We would be delighted to see you there!

This event is an enjoyable family day at Marymount, with games and entertainment for all ages as well as a delicious barbecue with plenty of choice and the PA’s wonderful drinks and cake stalls. A chance to reconnect with old friends and make new ones, welcome back returning families and welcome new bringing together the whole community for a day of fun in the (with any luck) sun.

All events are, naturally, subject to local restrictions and regulations at the time of the events.

Thank You! STAFF PANTOMIME

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15 TH DECEMBER 2020

A big “thank you” to all those who donated bottles and auction items, and who bid in abd bought tickets for the auction and raffle this term. In total, over £6,500 was raised to support the Marymount Hardship Recovery Fund and Christmas Day Dinner Richmond. The Hardship Recovery Fund will help ensure students can continue their Marymount education free from financial worries and disruption. We have already been able to support several Marymount families, and hope to be able to help others thanks to your generosity. £2,000 will be donated to Christmas Day Dinner Richmond, which provides a community at Christmas for care leavers. Personalised festive packages will be handdelivered to young people (usually just 16 or 17 years old) who have only just left the care system and are alone at Christmas. These gifts and goodies will ensure they feel loved and cared for at this special time of year.

Our special thanks go to Coombe Residential, the sponsors of this auction, whose continued support at Marymount events is making a huge difference to life on campus and beyond. Thank you to Eve and the Coombe Residential team for being such fantastic Marymount fans! To find out more, please visit their website www.coomberesidential.com.

A special thanks to our creative partners for capturing the spirit of people and place at Marymount. Siobhan Hennessy Photography www.siobhanhphotography.com

CMS Design www.cmsgraphicdesign.com

Aurélie Baudry Illustrations (cover) @homedrawn21

Marymount Matters Marymount matters for building connections between students and teachers, love and learning, and for nurturing an interconnectedness to the broader global community.

s tay c o n n e c t e d

Marymount London, George Road, Kingston upon Thames, KT2 7PE United Kingdom +44 (0)20 8949 0571 ď ˘ www.marymountlondon.com ď ˘ alumnae@marymountlondon.com