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Student Center


Student Center

This page is for DCMS students and their families: celebrations of achievements, stories, scholarship and student profiles.

News from DCMS


Student Awards

Student Awards


High Honor Roll (4.0 and above)

Tiara McKinney (Rock Sound) Grade 9

Tiia McKinney (Rock Sound) Grade 9

Honor Roll (3.30 and above)

Tarryn Johnson (Tarpum Bay) Grade 8

Thomas Sands III (Rock Sound) Grade 8

Alisha Albury (Water Ford) Grade 9

Alicia Albury (Water Ford) Grade 9

Forrest Schmitt (Cape Eleuthera) Grade 9

Jade Knowles (Tarpum Bay) Grade 9

Khiara Knowles (Rock Sound) Grade 9

Petra Kemp (Rock Sound) Grade 9

Rekenley Preneus (Rock Sound) Grade 9

Toriano Scott (Water Ford) Grade 9

Wisdom Thompson (Deep Creek) Grade 9

Christina Pratt (Deep Creek) Grade 7

Iesha Fitzgerald (Rock Sound) Grade 7

Keniesha Deveaux (Wemyss Bight) Grade 7

K’Tonya Johnson (Governor’s Harbour) Grade 7

Shanti Carey (Tarpum Bay) Grade 7

Sheanna Hall (Wemyss Bight) Grade 7

Summer Smith (Deep Creek) Grade 7

Tearra Davis (Rock Sound) Grade 7

Alia Albury (Tarpum Bay) Grade 8

Christiano Knowles (Green Castle) Grade 8

Harniqua Bodie (Rock Sound) Grade 8






What is a Cacique at DCMS?

Every two weeks two students are selected to serve the role of Cacique. To be chosen for Cacique, faculty meets to discuss who is growing toward achieving DCMS’ core values and demonstrating the expectations of our nurturing community: honesty, perseverance, self-control, kindness, responsibility, and respect.

Where does the term ‘Cacique’ come from?

Cacique is an Arawak term, meaning that many indigenous peoples of northern South America and the Caribbean have used it. The Lucayans, the first Bahamians, established settlements in which land and resources were largely shared. The leader of these settlements was called the Cacique; thus, he was the chief mediator of disputes and settlement-wide decisions.

What does a Cacique do at DCMS?

As Cacique, students lead Monday morning circle (national anthem, pledge, Lord’s prayer, announcements, and supply an inspirational quote) and are the guides to our shared spaces for visitors. The combined responsibility of our community’s spiritual and social development, plus the communal ownership of our space that we ask students to take part in, is our connection to Lucayan culture and the cacique tradition.


 Current Caciques


Christina Platt

Grade 7

I am originally from Nassau, New Providence, The Bahamas.

Why do you think you were chosen for Cacique at Deep Creek Middle School?

I think I was chosen for Cacique because I show leadership. Also, because I show responsibility. Last but not least, I show kindness and I self advocate.

What do you appreciate most about Deep Creek Middle School?

I appreciate the teachers and the way they encourage us to persevere. I also appreciate that Deep Creek Middle School has School Without Walls to help me with swimming and getting used to the water.

What are your hopes and dreams for the future?

My hopes and dream for the future is to become a special education teacher. Another hope and dream I have is to own a bakery. Last but not least, I want to help Summer reach her goals in life.
Where in the world would you like to get lost?

I would like to get lost in Canada.


You may fail if you try, but don’t fail to try.
— Author Unknown

Khiara Knowles

Grade 9

I am originally from Rock Sound, Eleuthera, The Bahamas.

Why do you think you were chosen for Cacique at Deep Creek Middle School?

I believe I was chosen to be Cacique because of my quiet leadership. I don't usually step into the spotlight but instead give help and demonstrate the values of the school when no one is watching. This is why becoming Cacique took long, because I was flying under the radar.

What do you appreciate most about Deep Creek Middle School?

I appreciate the people at Deep Creek Middle School the most. They make me feel welcomed, and over the years have become my family. I can't imagine another group of people like the ones we have here.

What are your hopes and dreams for the future?

My dream for the future is to become a successful doctor. I hope that one day I will be able to help everyone in need. That way, there won’t be a need to thinly stretch the short supply of caretakers on the family islands.

What advice would you give to younger DCMS students?

My advice to the younger students at DCMS is to not be afraid to ask for help. Not only can they ask the teachers for assistance, but also the older students. They should never hesitate to ask for help. Everyone at school will gladly lend a hand, so don't be shy.


Success is the result of perfection, hard work, learning from failure, loyalty and persistence.
— Colin Powell
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Student Projects

Student Projects

Student Projects

We are proud to showcase work from our students here.

Please check back on this page as we update it with more projects!


Fall 2016: Grade 8 Integration Block

In our combined-teaching “Integration Block,” pairs of DCMS teachers work together with one grade to bring different approaches to a single topic. This term, Ms. Schmitt and Mr. Conkling worked with the Grade 8 class to integrate artistic expression with an exploration of Bahamian history, from ancient geology to the Lucayans. The eighth-graders made projects and field trips in locations all over Eleuthera and produced this virtual gallery to record their learnings.


Amos Ferguson: Field Trip + Workshop

Alia & Doniqua: "Amos Ferguson was a self-taught Bahamian artist, and we learned about him on a field trip to Governor's Harbour. We learned that when he was younger, Amos painted houses for money before he had a dream from God to make art. When Amos first began to paint, Bahamians did not see him as an artist because they thought his work looked childish. However, Amos painted only for God, painting on cardboard boxes using common materials like nails, sticks, and house paint in his artwork. Amos’ work is not supposed to be realistic- instead, his work comes from deep in himself."


Darren, Harniqua & Katrina: "Inspired by the work of Amos Ferguson, we made symbols of ourselves and added them to self-portraits that we created."

4th Hole: Field Trip for Clay

Tarryn & Thomas: "We went to 4th Hole to collect clay to make pottery just like the Lucayans did. We learned about many things, like how sand was brought to our beaches millions of years ago and how ocean currents shaped The Bahamas that we know today."

Mixing + Firing our Clay

Darren, Harniqua & Katrina: "After we collected clay at 4th Hole beach, we formed that clay into bowls and 'zemis.' Zemis are totems that Lucayans believed helped them connect with their ancestors and the spirits of the world. Then we put all of our clay into a bonfire that Ms. Schmitt made in order to turn the clay into pottery."

Ooids: Field Trip to the Sandbar

Christiano & Jaden: "On our third field trip, the grade 8’s visited the Sandbar, a strip of land about 1.5 miles off Cape Eleuthera. There, we studied ooids there and we had a lot of fun. Be sure to look at the funny videos and pictures."

...Here's a short, silly video we made about shipwrecked sailors before we learned about ooids!

Ooids skit: How are ooids formed?

Turtle Chasing: Field Trip to the Deep Creek Jetty

Dominique & Rashad: "We went to the jetty in Deep Creek to catch turtles with scientists from the Cape Eleuthera Institute (CEI). We got in the boat that they brought for us and then we looked for turtles to catch. When we caught them, we measured them and took pictures for CEI’s research project."

Joseph's Farm: Field Trip

Alia & Doniqua: "Joseph is a farmer who has a farm near the Island School. He works with his friend Walter, and they grow crops to sell and to send to their family members in Haiti. One of the reasons that Joseph's farm is so successful is that he uses some of the farming techniques that Lucayans used 1000 years ago."

Leon Levy: Field Trip

Tarryn & Thomas: "When we went to the Leon Levy Native Plant Preserve, we learned  more about the Lucayans and their history. We also learned about and saw some of the Bahamians’ native plant that we did not know that we had here."


Alumni Profiles

Alumni Profiles

Stay tuned for stories from our active alumni. 





Check out the 2015-2016 school year Yearbook

This year DCMS chose to produce a 'digital' yearbook to save paper and reduce the costs for students and families. This was a decision based on matching our sustainability beliefs and also making sure that every child had access to a yearbook.