Imprint: March 2018 Issue

IMPRINT

MAR 2018 VOL 17/ISS 2

FOR THOSE WHO EXPECT MORE THAN A TRADITIONAL EDUCATION

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TABLE OF CONTENTS FROM OUR LEADERS

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Letter from the Head of School, Interim

MANAGING EDITOR Kelsey Hayre Community Development Assistant

FROM OUR LEADERS

SENIOR COPY EDITOR Isabel Sankaran-Wee Director of Community Development

Message from the Senior Principal PROFILE

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Student Spotlight

PHOTOGRAPHS Paulina Lam Aldrich Tan Clarence Kwok

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Connecting Cultures and Communities ENRICH

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Preparing our Students for the Future EDUCATE

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Global Interactions can Impact Nations EXPLORE

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Stratford Hall’s International Program in Kenya EDUCATE

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What does it mean to be Internationally Minded?

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International Mindedness at Stratford Hall EXPLORE

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Snapshots at Stratford Hall EDUCATE

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The Role of the Brain on International Mindedness

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Term 2 Athletics

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Save the Date

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A Night at the Oscars: SH Annual Gala

Imprint is published three times a year, expressedly for parents, students and friends of Stratford Hall. Imprint is copyright © 2017 Stratford Hall IB World School, Vancouver BC, Canada. Please contact our office to be added to the mailing list.

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FROM OUR LEADERS

Message from our Leader Head of School, Interim Father Knows Best An engineer of German decent, my Father had a prescription for the way his daughters would be brought up. We were expected to get good grades in school as that was our “job”, just as his job was to support the family. We were to speak two languages, take instrumental lessons for ten years, participate in sports or community service and do our chores without remuneration.

My chores were to babysit my younger sisters, do driving errands for my Mom (like get the milk, etc.) and do the evening dishes. The usual stuff of keeping our rooms clean and eating dinner every night as a family were a given.

They were expected. We knew our responsibilities and we weren’t prone to challenging this strong, loving Dad. Much like in the Thomas Mann book, Tonio Kroeger, my parents were enigmatic opposites. Dad was a tall, handsome executive and Mom was a mischievous, artistic redhead. Mom had had some minor fame on OffBroadway and had a flare for elaborate holiday decorating, elegant dinner parties and warm hospitality. After years at DuPont as an engineer, Dad finished his career at Vogue Magazine in NYC. The two parenting styles gave us

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girls the tools to develop both our right and left brains. Essential to one of Dad’s tenets was that my sisters and I had to spend time abroad during our high school years. During that time in history (the 60’s), “abroad” didn’t include the Far East. We had to investigate, fund and execute some kind of travel, work or study abroad.

Through the American Field Service, I earned a scholarship to study at the Ulmer Maedchen Gymnasium in Germany. One sister worked on a kibbutz in Israel and another worked on a milk farm in Austria… We all fulfilled that part of our education which meant leaving the comfortable shores of home and learning about another culture, language and customs.

Nowadays, the opportunity to work, study and travel from home is much broader and just as necessary. While we were somewhat scared as young teenagers, the formula of working hard in school, being participants in the life of the family and then traveling afar to study or work is a formula that, in hindsight, was brilliant. We had to be pushed out of the womb, and it served us all well. My sisters and I have excelled, each in our own way. We became leaders in our chosen fields.

FROM OUR LEADERS

While we had a traditional Mom-athome upbringing, we all believed the “world was our oyster”. Our parents believed we could do anything, so we believed it. We are all mothers and two of us are grandmothers.

I suspect our Father was an early feminist – working as he did for the amazing Grace Mirabella at Vogue and making sure I could throw a perfectly aligned football. Sports were also a very important part of my growing up. I was sure my Dad was born with a stop watch attached to his hand. He never missed one of my swim meets.

I offer to you, gentle reader, that parenting today isn’t that much different than in my youth. Firm direction and clear expectations, coupled with one creative and one demanding parent whose belief was that exposure to the wider world was fundamental, was luckily the foundation of my life. My early days as an exchange student have translated into a lifetime of adventure and fulfillment. Knowing other languages has been an advantageous gift.

Father AND Mother knew best, and we are grateful. I hope my children will say the same of their upbringing.

Dr. Susan Reinhardt Groesbeck

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FROM OUR LEADERS

WE ARE TOMORROW’S LEADERS

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FROM OUR LEADERS

A LIFE OF COMMUNITY, ACTION & SERVICE BY: Michelle Douglas Senior School Principal Recently, I took the opportunity to ask a few of our Senior School students what ‘Global Mindedness’ is to them. They immediately connected what they were learning in their classes - the process of developing the knowledge and skills of a Global Citizen. One of our Grade 12 students spoke of how a recent First Nations guest speaker impacted how they saw their place in Canadian history. A Grade 11 student shared how a Theory of Knowledge discussion opened their eyes on how perspective and truth were fluid due to concepts of faith and observation as ways of knowing. A member of our Basketball team reminisced about competing at a provincial championship where skills of teamwork and resilience were developed. Another student shared how a recent Geography discussion on socioeconomic diversity came to life as they realised a local connection as they walked up the Drive to school.

The IB Continuum Journey through Stratford Hall means much more than the

infamous ‘45 points’ on an IB Diploma; it is seeing students observe and understand the world in which they live. It is ensuring they learn the strategies, skills and develop a willingness to take action on global and local issues. It is knowing our graduates will become active members of our global community in the pursuit of making this world a better place.

Global Mindedness is a cornerstone of Stratford Hall which unites the continuum and the IB world community. Every year our students aim to attend the IB Student World Conference to discuss and take action on themes of Global Importance.

This year four of our Grade 11 students applied to attend and have expressed what Global Mindedness means to them.

Our Senior School students are shining examples of future leaders who seek out different opinions, perspectives and experiences. They are formulating an understanding of their place in the world as they apply their knowledge and compassion as CHANGE MAKERS!

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FROM OUR LEADERS

I am very passionate about humanitarian projects. Last year, I traveled to Mexico, Huatulco to film a documentary/infomercial for the Bacaanda Foundation. During my service at the foundation and its supported schools, I was able to produce an infomercial which was used as a marketing tool to help create awareness and support from local and international communities. I am looking forward to a service trip to Kenya this March with Stratford where we will be doing revitalization projects at a local orphanage and school. Through my projects, I have learned many things which helped me develop into a globally minded citizen. As a result of my travels, I have seen first hand the disparities that exist in parts of the world as a consequence of limited access to education. My previous knowledge in classes such as humanities, geography and business allowed me to synthesize my own understanding of the causes and effects of equal education.

Sean Kyer, Gr. 11

Growing up in Vancouver, I consider myself an internationally minded person, with a particular interest for the way cities plan their systems and infrastructure. This interest developed during my travels to cities such as La Paz, Mexico and Zagreb, Croatia. I credit my passion for current events to these experiences, as well as my Global Connection and DP Geography classes that have allowed me to become more open-minded and globally aware, prompting further service oriented travels. I am looking forward to the upcoming service trip in Mombasa, Kenya where I set a goal to improve infrastructure, enhance learning environments and teach at several schools and orphanages. In preparation, I am initiating fundraising and awareness at Stratford.

Emilie McGuire, Gr. 11

Through success in academics, sports, music, and volunteering, I have realised my strengths.

In this process of self-development, I thought that I should give back to my community. I have been teaching Ocarina for 3 years now, and have taught kids in grades 1 to 7. Through my experiences, I believe that everyone, regardless of age, gender, wealth, etc. should have the same opportunities. I have been in the IB Programme since Grade 3 and am looking forward to completing the full diploma programme next year. I enjoy the critical thinking aspect of the IB, and appreciate the opportunity I have been given through courses such as TOK and the Extended Essay.

Ethan Chan, Gr. 11

I have always pushed myself academically, but I am now trying to take some time to participate in extracurricular activities that I enjoy, as well as volunteering opportunities outside of school. I’ve been spending more time volunteering and finding ways to get involved in my community. One experience that has been particularly valuable for me has been visiting a senior shelter every weekend. It has become the highlight of my week, and I have discovered my strengths by attending. Through a school group, called the Glocalites, I have discussed global and local issues. In particular, gender equality is a specific area which I feel very passionate and comfortable talking about. I try to challenge myself experientially, by finding new opportunities to travel, and trying or learning new things whenever I can. I am going to Mombasa, Kenya this Spring Break and am very excited and thankful that the IB programme has given me this opportunity.

Natasha Cross, Gr. 11 8

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PROFILE

Student Spotlight: Jeevin Dhinsa, Grade 12 impossible: I was going to design the building for Stratford Hall as my IB Personal Project.

After essentially acting as project manager, where I worked with a team of engineers, architects and accountants to establish the facility design and details, a 40page project proposal was written to Stratford Hall for the addition of this facility. Despite the proposal being well-received throughout the school community, it seemed as if no action to purchase the facility was initiated. I waited patiently – it had to be only a matter of time before they acted on this golden opportunity. Finally, two years later, the unimaginable turned into actuality. The dream became a reality. Stratford Hall became the proud owners of 3038 Commercial Drive. A combination of emotions occupied me as I

was shocked and confused with the fact that a protest against the opposing development plan had turned into a purchase for our school. Equally, a feeling of delight overtook me, which led to pride when I learned that it was my Personal Project, my project proposal, that allowed the school to receive the financing.

Although I will never experience the new facility as a student, I am beyond grateful and enthusiastic that the upcoming and future Stratford Hall community will have a chance to do so. The facility will be a major catalyst in achieving the long-term vision of Stratford Hall: the establishment of a supportive, knowledgeable and committed community.

It was the summer of 2015, and our family was embarking on a road trip to Alberta. I sat quietly in the back, counting down the days until school would start again; when an idea struck my mind. Over the summer we were told to brainstorm and initiate our Personal Project – a self-oriented project that enables students to engage in a cycle of inquiry, action and reflection. I always had an interest in architecture, since being exposed to the work of Antonio Gaudi in Grade 4, as well as a fascination with real estate.

I remembered that recently the 3038 Commercial Drive building, between the PYP and DP building, had gone on sale. So, I came up with an idea, which truly felt

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Connecting Cultures and Communities

Think Global BY: Michael McGurie Outdoor Experiential Education

“This trip was a very enlightening experience and an amazing way to appreciate culture and language”.

- Sashi Ubhi, Grade 11, Costa Rica Trip “Global mindedness is understanding how people around the world live and experience culture differently”.

-Jada About, Grade 11, New York Trip “I never realized how privileged I was, being born in Vancouver and having the opportunity to travel abroad. I have since tried to stay in contact with my homestay family and I still look back on the experience as really amazing”.

-Natasha Cross, Grade 11, Costa Rica Trip “It showed me another part of the world and opportunities that I wasn’t aware of prior to the trip”.

- Rose Leishman, Grade 11, New York Trip 10

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Japan

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New York

We are proud of the international mindedness that our students have grown into during their years at our school. There are numerous ways in which to phrase this; international mindedness, global education, intercultural learning, and so on. Yet, just as each may have a different emphasis, they all have a common goal: To have our students grow up competent, aware, and able to make informed decisions that have a positive impact on themselves and the world.

As an IB school, we reflect the IB standard in educational practice that aims to create “a close alignment between the educational beliefs and values of the school and to promote international mindedness in the minds of adults and students in the school community”. There is a range of learning opportunities for international mindedness across the continuum at Stratford. Many of these have emerged as traditions that students eagerly anticipate as they move from one grade to the next.

One of the more intentional efforts for international mindedness is the range of trips that are offered to our Senior School students each year. The Grade 6 and 7’s have the opportunity to travel to Eastern Canada to visit Quebec, Montreal and Ottawa in a program focused on languages and political knowledge. A popular trip to Tamagawa International IB School in Japan is available to Grade 8 and 9 students. Then, our longest standing trip is to Costa Rica for our Grade 10 students where Spanish acquisition is emphasized along with service work and ecological studies in the rain forests and marine

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environments. Our most senior trips is a fine arts trip to New York as well as a service and cultural trip to Mombasa, Kenya.

Closer to home, international mindedness is reflected in our work in fulfilling our vision statement that “our students will gain a deep understanding of the world around them, and they will act on their connection to the outside community.” This is evident in our annual collections for food, clothing, care packages, and other campaigns to name a few. The generosity of spirit that characterizes our school community is well known through our connections to numerous organizations throughout Vancouver, and we continue to develop more outreach projects through the Global Connections course and individual CAS work. For many of us, global mindedness comes down to a ‘habit of mind’; a way of thinking and conducting oneself with the awareness that everything is connected. This is often the emphasis in the TOK (Theory of Knowledge) course.

How do you know a school is providing a international minded education? As suggested in Learning in the 21st Century, the school should provide a balance between local and global knowledge, allow for different ways of knowing, judging, and understanding, appreciates knowing, doing, and being, and finally is devoted to action, reflection, evaluation. It is evident through our programs, teachers and practices that we all work towards this goal of giving our students the “new eyes for which to see the world”.

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PREPARING OUR STUDENTS FOR THE FUTURE BY: Dion Norman Director of Educational Technology

AI, IoT, AR, VR, MR. Do you know what what these acronyms mean? Artificial Intelligence (AI), the Internet of Things (IoT), Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) are all new and rapidly developing technologies that are beginning to transform the way we learn, shop, experience the world and connect to one another. Understanding these technologies, and their impact on the global economy, can help us to better understand the skills that our students will need to learn in order to be successful in the coming years.

Artificial Intelligence focuses on teaching computers to mimic the human brain and to process large amounts of data to learn and make more accurate predictions. It was used to beat world champions at games like Chess and Go and is already being used in many of the technologies we use everyday such 12

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as voice and image recognition, targeted advertising and chat bots. In education, it is being used to help personalize learning for students by predicting their learning paths based on previous performance. This has the potential to put learners at the center and help them better understand and manage their learning.

AI is quickly progressing, making it possible to predict health conditions, improve driverless car technologies and allow for smarter online investing. It is predicted that AI will be one of the most disruptive technologies in human history, with the capacity for computers to be as smart as humans within 25 years, to be as smart as all human brains combined within 50 years and to be billions of times smarter than the human brain over time.

The Internet of Things means that more and more devices are connecting to the internet. Cisco Business Group

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predicts that more than 50 billion devices will be connected to the internet by 2020.

Virtually everything we use, from our washing machine to our clothes, will be connected to the internet, using AI, to automate tasks and use that data to vastly increase predictability and productivity.

Augmented Reality, Virtual Reality and Mixed Reality will change the very nature of how we interact with the world and data. Apple, Google, Microsoft and Facebook are investing heavily in these technologies which are already beginning to make their way into the classroom.

Apple is working on devices which may use AR to replace the smartphone within the next few years.

The Mckinsey Global Institute assessed the amount of jobs that would be lost and gained by 2030 as a result of automation and AI and found that “in about sixty percent of occupations, at least one-third of the consistent activities

Stratford Hall leads in this approach to teaching and learning. The skills that our students need for success in the rapidly changing global economy, are very much the heart of an IB education which focuses on student-centered, inquiry-based learning that emphasizes the whole child and international mindedness. The IB focuses on conceptbased, multi-disciplinary learning and the character of the child through the Learner Profile and the Approaches to Learning. Our students learn the big C’s of 21st century learning such In a recent interview, Jack Ma, the founder as Communication, Collaboration, Creativity and Critical Thinking. The of Alibaba, argued that in order for our BC Ministry of Education has recently students to be able to compete with machines which are smarter than we are, recognized the importance of these skills and has embedded them in we must move away from a knowledgebased approach to teaching and towards the Core Competencies of the new curriculum. one that provides students with the soft skills that make us unique humans, such as “value, believing, independent thinking, teamwork, and care for others”. could be automated”, especially in areas of physical work, data collection and processing. It estimates that between 400-800 million workers could be displaced by automation and will need to find jobs by 2030. To prepare for this shift, new skills will be needed that can’t be replaced by machines such as managing people, applying expertise and communicating with others. This will require more social and emotional skills and more advanced cognitive capabilities such as logical reasoning and creativity.

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Global Interactions can Impact Nations BY: Gareth Jones Senior School Geography, Humanities and Photography Teacher

“Global interactions tend to not have a clear answer”.

- Muzammil Muhammad This is the statement of inquiry for the current Grade 9 MYP Individuals and Societies inquiry unit. As a class we have used this statement to guide our inquiries throughout our study of Canadian history from 1750 to 1867. Our inquiries have led us to ask the question, “Do nations benefit from global interactions?” I am not surprised this question has stood out as a key debatable question. I’m not surprised because our students are well-trained and equipped in international mindedness, which has equipped them to embrace complex issues of global significance - both contemporary and historical.

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As IB educators, embedding international mindedness into our taught curriculum prepares our students for their future in a complex world.

That is because at the heart of international mindedness - from my perspective - is awareness.

What stems from awareness is an honest consideration of all perspectives. And, when we encounter multiple perspectives, we begin to learn how to think flexibly. We are forced to consider the other, and while we may disagree with various perspectives, our understanding should lead us towards a capacity

classroom, the aforementioned debatable question remains both answered and unanswered.

Perspectives have been taken, but conclusive positions remain frustratingly and wonderfully undetermined. There are no simple answers. How do we recognize Canada’s acceptance of political refugees fleeing the American Revolution while also acknowledging that it led to First Nations ancestral land loss? What about the Seven Years War and the Battle of the Plains of Abraham that was both a defining moment in the development of our nation-

“International mindedness ultimately requires one to cultivate a open mindset which in turn will result in a more complete analysis of human, social, and political history.”

- Zubin Grewall for considering opposing, and/or different, viewpoints as our own.

This is the heart of international mindedness - embracing difference - in thought and ideas.

Back to Grade 9. In the Grade 9 Individuals and Societies

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state, but also evidence of a brutal European imperialist ideological regime? Also, how do we respond to migration as it is both a burden and benefit to local, national and global communities. As an educator I’m convinced that I do

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not have the answers to these questions. My hope, then, is that my students realize that they don’t have the answers either. I am hopeful they will reach this inconclusive conclusion because internationally minded students understand that inquiry can lead to different ends.

Being internationally minded is made easier when you are in an international classroom at a world school. One of the activities I love to do in this unit is the sharing of our migration stories. It is both eye-opening and revealing of both our global heritage and relative lack of local ancestral connection. We are all immigrants. Not only does this realization equip us to be internationally minded, it

humbles us to be locally aware.

Therefore, we must respect and advocate for the rights of our First Nations neighbours because being internationally minded means also that you are locally minded. International mindedness is not globalism, it is the embrace of all nations at the cost of no nations. International mindedness must not be nationalistic nor exclusive. Etymologically, the word international means to be between (inter-) nations.

Our classrooms, like Canada itself, are between and in the midst of, nations. Like Canada, our classrooms are complex microcosms of the global interactions of nations. They are important places of discovery that we must cherish and champion.

In a world that rushes to conclusions, internationally minded citizens are humble enough to wait, and listen, for an introduction. Embedding international mindedness into our taught curriculum is essential. Our students must know that there are no simple answers or responses to the complex social, economic, environmental and political realities they will surely face. But being internationally minded is not an end unto itself; it is only the beginning. An IB education, for our students, is a good nurturer for this precious time of beginning - to inquire in more meaningful and complete ways.

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STRATFORD’S INTERNATIONAL PROGRAM IN KENYA BY: Michelle Douglas Senior School Principal & Michael McGuire Outdoor Experiential Education Teacher

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The international program in Kenya is Stratford Hall’s longest standing program with 12 years of tremendous success and much learning. At first, this was known as the Kipevu Project where we worked with Kipevu Primary School to assist in their goal of self-sufficiency. Now, we have recently turned towards Nuru Orphanage and Primary School as we contribute to the stability and growth of this facility and individuals.

These Kenyan projects have become one of our cornerstones of international mindedness education for our students.

For those of you who have journeyed with us, you will remember that the learning grew along a number of different paths. At first, we were engaged in a substantial capital campaign as our community contributed more than $80,000 towards development projects at Kipevu School between 2008 and 2013 with the construction of a 750m perimeter wall to ensure safety and security. Subsequent school trips painted the entire building of Kipevu School and refurbished each of the classrooms. Suitcases full of school books and supplies helped provide Kipevu with a substantial library, giving them a sense of pride.

Stratford’s support enabled Kipevu School and their community to become self-sustaining, while at the same time improving education for the students. As Mr. Kombo, the previous Head of Kipevu, once

told me that Stratford has helped put Kipevu “on the map”. Indeed, once regarded as an impoverished school, Kipevu is now a host to local education initiatives and has a large garden, fruit trees, a water project.

In additon, student performance on national exams have steadily improved. We all share in this pride of an international development project of success.

For our students and community, the learning has been equally rewarding. Five school groups (over 40 students and 10 teachers), including past Heads, board members and SH families, have visited Kipevu. Everyone has returned back to Vancouver enriched and empowered to give back. Regular contributions to Imprint, student presentations, class discussions, and discussions with parents have certainly given us much time for reflection and learning.

During each trip, our school group resided at the Aga Khan Academy (AKAM), Mombasa, and used this opportunity to compare IB experiences with their students that have participated on shared service projects. Our teachers also used this opportunity to exchange ideas. And of course, there has always been the safari experience.

With the Kipevu project completed in 2016, we turned our attention to Nuru Orpahange where our focus

contributes to the well-being of young people by providing bedding, mosquito nets, and improved kitchen and school supplies. One of our students, Harrison Rockell - who travelled there in 2017 - was so inspired, that he returned home and encouraged his family to contribute funding for Nuru to have a reliable fresh water source. Harrison is returning in March 2018 with Ms. Douglas, Mr. Williams and the school group to further continue this work.

The March 2018 trip to Kenya maintains this tradition as we again contribute the items required to ensure a safe and comfortable orphanage. Additionally, the group this year has initiated the Koins for Kenya Drive to fund the completion of the water project and the construction of a small perimeter fence to ensure the safety and security of the individuals.

The intent now is for Stratford Hall to maintain these relationships over the coming years. We plan to further support the Nuru Orphanage and to keep our connection with Kipevu School. The learning and awareness that we all gain from our Kenya program is the true intent of international mindedness. With over 12 years of partnership in Kenya, a Stratford student in grade 1 will have lived their entire school life living and learning about these projects - what a great way to build a future upon!

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What does it mean to be Internationally Minded?

BY: Stephanie Brook Grade 5 Teacher

Growing up in Canada, we are fortunate to be surrounded by people who have come from a great variety of countries and have made Canada their home. Many of us grew up understanding that one of the things that makes Canada unique is our multiculturalism and the way that we have differentiated ourselves from the melting pot to the rest of the world. Students explore this aspect of our identity through essays and stories, through songs and poems. And yet, I wonder if we ever fully appreciate the uniqueness that we are surrounded with on a daily basis. My extensive travels around the world have opened my eyes to how this unique surrounding has influenced my worldview and helped me to develop global awareness.

In the IB, one of the key terms that we are asked to explore is international mindedness. In workshops, vision statements and personal philosophy statements, this term is consistently at the front of what makes this programme stand out from those around it. The IB sets out to offer an “international education that would enable young people to better understand and manage the complexities of our world, and to provide them with the skills and attitudes to take action to improve it� (MYP From Principles into Practice, p.3). At the heart of this idea are international mindedness and global awareness. In order to be able to understand and manage 18

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the complexities of the world, we need to be able to see the world through the perspectives of others. We need to put ourselves in other people’s shoes and recognize the challenges and struggles that others confront in the face of adversity.

After years of travel and life lived among other cultures in other places, I have come to recognize that these experiences have truly given me a perspective on what it means to be internationally minded. Rather than these words being just that, words, I feel that I have learned to empathize with others and take small key elements of their lives with me on my journey as I move on. From the beautiful people of Guatemala,

I learned about freedom and struggle; I recognized the incredible freedom that I had been offered as a Canadian and the great responsibility that comes with this. From the spirited people of Colombia, I learned about perseverance and finding joy in the midst of struggle; coming from a place where I have never experienced war, I recognized this perseverance as an incredible strength that I can carry with me through life. From the beaches of Angola, I learned about creativity in the face of oppression through the sport of capoeira; our response to conflict says a lot about the kids of people we are. From the incredible natural resources and wildlife of Tanzania, I understood the importance

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of conservation and protection of these resources; I appreciated the incredible beauty of the place I call home, and the regulations that are in place to protect nature.

Not only did my experiences teach me about the world around me, they focused me back on my own roots and my own country. I was able to think about my role, as a Canadian, in the place where I was living.

It challenged me to think about what it means to be a Canadian living in this global world, and how I can affect change in the world.

I think it showed me that, to be internationally minded, I need to remember my place in the greater, global community. It is easy to get caught up in a selfish attitude where we forget our impact. I take this as a challenge into the classroom.

How can I, as an educator, shoulder this responsibility to teach the students in my care how to be a global citizen? How can I show them what it means to be internationally minded? How can I challenge to look at the concepts and topics being addressed through multiple, conflicting perspectives? I am still

learning how to do this, but I can look to those around me, to those who have inspired me and to those who have taught me so much as I pass this on to the students here at Stratford Hall.

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International Mindedness at Stratford Hall BY: Lisa Blachut DP Geography and MYP Spanish and Humanities Teacher

One way that my students can gain an appreciation of the diversity of global cultures is by visiting the “Abuelitas” (Grandparents) at a local Seniors centre. In the past, I have taken my Spanish class to socialize the members of this wonderful community, who are delighted to tell their stories of immigrating from a variety of Hispanic countries. The exchanges are awkward at first, but eventually the students open up and carry on a simple conversation in Spanish. They are amazed by the range of countries, stories, and even different accents that they experience through this encounter. And happily, the students leave feeling empowered as they realize they can communicate much more effectively in Spanish than they once thought!

When was the last time you struggled to write your own name? That happened to me last week as I shakily formed the characters in Arabic, with the help of a student. This activity was part of Stratford Hall’s first annual Carnival, a celebration of cultures in our school, and great example how we strive to be internationally minded.

One of my heroes, cultural anthropologist Wade Davis, insists that “the world in which you were born is just one model of reality”.

Whether it is in our classroom or on a field trip, I always strive to help my students think globally from the context of our local community.

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Another “model of reality” that is part of our local community is the new Immigrant Services Society Centre. When I took my Geography students to tour this facility, which first opened in 2016, the students were amazed to see the range

International-mindedness is the key to having a better understanding and appreciation of one another. of services offered. Everything from crisis and refugee settlement housing, to childcare, English language classes, even banking and health care facilities. Visiting this centre, just a 10-minute walk

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from the school, helped my students recognize that humans share the same basic needs. Even teenagers who have come to Canada as refugees from Syria get annoyed with their parents and need a place to hang out together. This was also a powerful experience in showing our students just how fortunate they are – in fact, many were moved to reach out and pursue volunteer opportunities there.

Relating to both Geography and the Middle East, our Humanities 8 class recently completed a unit focused on the Spread of Islam. I wanted the students to gain a contemporary understanding of the religion of Islam and was happily surprised to learn that there is a Mosque just up the street from our school on 10th Avenue! So we walked over to visit one afternoon,

and left not only with a better sense of how Islam is practiced today, but also a critical understanding of the local and global issue of Islamophobia. The students were engaged, asked fantastic questions, and gained a new perspective of a global religion that is practiced locally in own community.

In my work teaching both Spanish and Geography, it is clear that the global connects with the local every day. I love teaching at a school that encourages international mindedness and feel excited that we can explore our communities to see in person how the local connects with the global, every day.

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Snapshots at Stratford Hall

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The Role of our Brain on International Mindedness BY: Sukh Sandhu and Gillian Louie Learning Support

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IMPRINT : MAR OCT 2017 2018: :VOLUME VOLUME17 17//ISSUE ISSUE12

EDUCATE

International mindedness and global awareness has a close relationship to how our brain works.

The prefrontal cortex is an area of the brain related to executive function. This is where we form the ability to plan, prioritize, be flexibility and self regulate. These executive skills influence our decisions and determine our participation in experiences and opportunities throughout our life. The most prefrontal cortex experiences the most development between the ages 0-3 and it picks up again at age 12. Development does not stop until a person has reached their mid 20’s.

Executive function and the prefrontal cortex play an important part of our daily lives and they impact our future.

which allows us to have an open mind to experience meeting new people, cultures and countries. Our ability to “go with the flow” increases our chances of developing international mindedness and global awareness.

International-mindedness is a way of thinking; perhaps even a philosophy that has the possibility of leading us to a deeper and broader understanding of our complex world and our role within it.

Work on keeping an open mind

This issue of Imprint is focusing on the theme of international mindedness and global awareness. It’s important to point out the role of brain to develop these important traits. Flexibility doesn’t come natural to most people. We have to work on our flexibility,

IMPRINT : MAR 2018: VOLUME 17 / ISSUE 2

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Term 2 Athletics Grade 3-7 Swim Team

Lots and lots of ribbons for our Grade 3-7 swim team.

Sr. Girls Basketball

Senior Girls won bronze with an exciting 46-44 overtime victory against Khalsa in the GVISAA Championships.

Grade 8 Boys Basketball A special shoutout to Daphne Meng who finished her junior school swim career with 6 first place and 3 second place swims and a St. George’s Meet Record in the 100m breaststroke (1:23.81).

Congratulations to our Bantom boys basketball team who improved throughout the season.

Grade 7 Girls Basketball

The Grade 7 girls basketball team took part in the Collingwood Cavs Classic Tournament, finishing in third place!

Grade 5 Boys Grade 7 Boys Basketball

Grade 7 boys finished the season ranked 3 in league play and won Silver at the ISEA Basketball Championships.

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The Stratford Hall Grade 5 boys basketball team had an amazing season. Grade 5 basketball is designed as non-competitive situations where they play games, but skill development is more of the focus. There is no official league and they finished the season with a Playday “mini” tournament at the end.

Save the Date March 16

Early Dismissal for all Students 12:00 PM

March 19

Spring Break SCHOOL CLOSED (MAR 19- APR 2)

April 10 PYP/MYP/DP Term 1 Report Cards 1:30 PM - 3:30 PM

April 12

Junior School Track Meet SWANGARD STADIUM

April 17

Good Luck Grad Assembly 11:00 AM

April 17

April 19

Grade 6 & 7 ISEA Public Speaking Competition YORK HOUSE SCHOOL 8:30 AM - 3:30 PM

April 20

Last Day of Classes for Grade 12

April 24

OEE 10 Expedition PENTICTON APRIL 24 -27

April 26

Grade 4 & 5 ISEA Public Speaking Competition

Grade 4 & 5 Camp May 23 -25

May 23

Grad Convocation 9:00 AM - 10:30 AM

May 24

Grad Dinner & Dance FAIRMONT WATERFRONT 6:00 PM - 11:00 PM

May 31

Grade 6 & 7 Marimba/ Music Showcase 6:00 PM - 8:00 PM

CROFTON HOUSE SCHOOL 8:30 AM - 3:30 PM

June 1

April 27

TROUT LAKE 11:00 AM - 2:30 PM

Early Dismissal for all Students

Grade 10 Personal Project

12:00 PM

6:00 PM - 10:00 PM

May 1

April 17

May 23

Grade 9 & 10 Music Showcase

Kindergarten Graduation

June 1

SHPA Night Market 3:30 PM - 5:00 PM

June 6

DP Arts Reception

6:00 PM - 8:00 PM

6:00 PM - 8:30 PM

May 18

Grade 6 & 7 Camps

Teacher Pro-D

June 8

April 18

DP Luncheon #2

SCHOOL CLOSED

12:00 PM - 1:00 PM

May 21

JUNE 6-8

Grade 5 Exhibition ALL DAY

Victoria Day SCHOOL CLOSED

IMPRINT : MAR 2018: VOLUME 17 / ISSUE 2

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Thank You!

We would like to express profound gratitude to our community for supporting the Stratford Hall 2018 Annual Gala.

To the sponsors, donors, suppliers, guests, volunteers and to all those who worked so tirelessly to ensure the evening was perfect, we thank you.

The continued generosity and dedication shown to Stratford has warmed our hearts and filled us with utmost gratitude.

We were thrilled with the participation level as it will enable us to achieve our goal this year of expanding the arts program as we follow our vision to enrich and create as many opportunities as possible for our students.

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A Night at the Oscars Stratford Hall Annual Gala 2018

We respect all individuals in our community, and our interactions are built on that respect.

Stratford Hall School 3000 Commercial Drive, Vancouver, BC V5N 4E2 www.stratfordhall.ca

Our Mission Stratford Hall educates students to the highest global standards through the programmes of the International Baccalaureate. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, action and service. We foster a strong pluralistic community built on integrity and respect.

Our Vision Stratford Hall strives to be a global leader in the International Baccalaureate community. Our students will gain a deep understanding of the world around them, and they will act on their connections to the outside community. They will excel to the best of their abilities, and graduates will be equipped to achieve their chosen goals. This is accomplished by acquiring and retaining the best teachers, and by a commitment to a balanced and enriched curriculum. The success of Stratford Hall is deeply rooted in the establishment of a supportive, knowledgeable and committed community.