Rome International School

RIS report Issue 24, October 2013 - www.romeinternationalschool.it

A new chapter begins

Peace Day poster by Luisa & Olga, Grade 5

Introducing the RIS PTAMalala Yousafzai: 16 year-old Nobel Peace Prize nominee Once in a lifetime experience: MUN in NYC!Global Perspectives (IGCSE)Help fight hunger! World Food Day 2013

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Each new start to the school year is an important moment for Rome International School, for all of our students and for the entire school community. The individual growth paths, which are integrated into that of the school and which also intersect with those of our staff, at both a professional and a personal level, are at the centre of our attention. We have welcomed many new students and new families, a fact which rewards the direction chosen for the RIS development plan; recognises the quality of the curriculum; and is reflected in the academic results and university places obtained. Our staff know that we must confirm this direction and try to improve our performance. But there are years that call for an extra effort, a stronger commitment, which is fully justified by our focus on our students and on everything that contributes to their well-being. Our transfer to the new premises in Via Pecor i Gira ld i is approaching and we are doing our utmost to ensure that everything will be ready and that our students will benefit from the improved logistics offered by the new building. The year that has just begun is also one that will see us engaged in preparations for a very important event, never before held in Italy in the 45 years of the IBOʼs life. In October 2014 Rome will host the IB Regional Conference (Europe, Africa and the Middle East). This is yet another sign of our commitment to the IBO, and we think our entire community can be proud of the fact that, after being called to join the Advisory Board of the IBAEM (the Regional Council), I have been elected Chairman of the Association of IB World Schools in Italy, which can already count 19 IB Schools as members. This is a new responsibility which bears witness to the recognition of the leadership role of Rome International School and we are committed to achieving an excellent standard of quality, consistent with our mission and with the values of the IBO, once again in the interests of our students. With everyoneʼs support, we feel ready to accept this challenge. And it is in this spirit, I wish you all a school year full of discovery, satisfaction, success and – of course – some good fun too.

IVANO BORAGINEHEAD OF SCHOOL

New year,new challenges

Introducing theParent

Teacher Association

What  is  the  RIS  PTA?

Parents  play  an  ac-ve  role  in  suppor-ng  the  whole  school.  Parents  can  become   directly   involved   by   joining   our   ac-ve   Parent/Teacher  Associa-on  or  by  becoming  a  Parent  Representa-ve.  The  PTA  is  widely  involved  in  raising  funds,  organising  charity  partners,  planning  events  and  generally   building   the  sense  of   community   at   RIS.   Fundraising  is  important  to  our  community  and  we  support  a  number  of  na-onal  and  interna-onal  ini-a-ves.    The  PTA  welcomes  all  parents  and  teachers  to  take  part  in  the  PTA  mee-ngs  and  events.  Mee-ngs  are  held  regularly  and  various  commiEees  are  agreed  upon  at   the  start   of   the  year   to  help  plan,  set  up  and  coordinate  projects  and  ac-vi-es.

If  you  have  any  ques-ons  about  the  PTA,  or  should  you  wish  to  par-cipate  in  PTA  ac-vi-es  please  email  Dr  Ireland  -­‐  wireland@romeinterna-onalschool.it

Agenda  items  coming  up

-­‐ RIS’  25th  birthday  celebra-ons-­‐ Charity  partners  for  2013/2014

-­‐ Interna-onal  Week  prepara-ons

-­‐ May  Fair  planning  -­‐ Community  events  planning

Current  PTA  members  

-­‐ Avv.  Ivano  Boragine

-­‐ Dr  William  Ireland

-­‐ Ms  Laura  Lauzzana-­‐ Ms  Denise  Mylonas

-­‐ Mr  Jim  O’Brien-­‐ Ms  Maia  Lawand

-­‐ Ms  Patricia  Mar-n-­‐Smith

-­‐  Ms  Alessia  Di  Marzantonio

-­‐ Ms  Maria  Palma  Doriano-­‐ Ms  Bianca  Summa

-­‐ Ms  Rosaria  Brunori  

-­‐ Ms  Guendalina  Sassoli-­‐ Ms  Holly  Nardini  

-­‐  Ms  Michela  Pennasilico  -­‐ Ms  Tania  Gobena  

To keep informed of upcoming meetings and developments,

join the PTA mailing list by writing to

Tania Gobena:tgobena@romeinternationalschool.it

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A global inspiration

Malala Yousafzai Sixteen year-old school girl

nominated for Nobel Peace Prize

Sixteen   year   old  Malala   Yousafzai  from   Pakistan   rose   to   the   world  stage   because   of   her   ac-vism  around  the  right  for  girls  to  receive  an   educa-on.   Malala's   story   is  striking.   On   9   October   2012,   she  was   shot   in   an   assassina-on  aEempt   as   a   result   of   her  campaigning.   Since   then,   she  has  inspired   several   interna-onal  campaigns   for   equal   access   to  educa-on.   In   2012,   special   UN  envoy   for   global   educa-on,  Gordon  Brown  launched  a  pe--on  in  Malala’s  name  using  the  slogan  “I   am   Malala”.   The   pe--on  demanded  that  all  children  should  be  in  school,  around  the  world  by  2015.1  On   12   July   2013,   the  day   of   her  sixteenth  birthday,    she  addressed  

the   UN   General   Assembly.   This  was  her  first  public  speech,  and  in  her   address,   she   called   for  worldwide  access  to  educa-on.    Another   important   milestone   for  Malala   occurred   earlier   this  year,    when  she  was  nominated  for   the  Nobel   Peace   Prize.   On   Friday   11  October   2013,   she   will   find   out  whether   she  will  be  the  youngest  person   to   win   the   Nobel   Peace  Prize.  RIS   fully   supports  her  Nobel  Peace  Prize  nomina-on.  

“One  child,  one  teacher,  one  pen  and   one   book   can   change   the  world.”  -­‐  Malala  Yousfazai,  12  July  2013.  

1  hDp://en.wikipedia.org/wiki/Malala_Yousafzai

BY FAVOUR AFOEKELU, GRADE 8

A warm welcome back to Rome International School. We hope our parents and students have had a refreshing holiday and are looking forward to another good year ahead. Looking ahead is a natural occupation at this time of the year. The school year works in opposition to the turn of the seasons, so autumn is always a strange mix of both the end and the beginning of something. However, as part of our planning in August the staff looked ahead to changes in the IB Learner Profile. The Learner Profile is the backbone of the IB philosophy and provides an outline of what International schools expect of the ideal international student. Amongst other things, teachers discussed the term ʻrisk-takerʼ and the option to create a new and additional learner profile criteria for our own school. Most staff agreed that something linked to the idea of global awareness and international mindedness was an important element that could be added or strengthened. The IB Learner Profile applies to all members of the school community, however the IB has also been focusing on the profile of the IB teacher specifically. In a recent study they attempted to i s o l a t e w h a t m i g h t b e t h e d e fi n i n g characteristics of a good IB teacher. The findings were interesting, as they reflect quite closely elements of the learner profile but also wider ideas that match with our own school philosophy. The survey suggested that IB Teachers, would demonstrate ʻinternational-mindedness, open-mindedness, flexibility..., skills, beliefs, collaboration, universality of good teaching and love of teaching.ʼ The survey used various research techniques to try to pinpoint what makes an IB Teacher different or unique. Over 3,000 teachers took part in the project and the researchers were able to come up with a working definition - ʻPut simply, if IB teachers could be meta-tagged by the words that best describe their attributes, perspectives and practices, they would be tagged with inquiry, global, whole student, connections, social responsibility, creative, and flexible.ʼ So this seems like a very good starting point or programme for the year ahead. Of course, the qualities we wish to see in others we first need to model in ourselves.

WILLIAM IRELANDDEPUTY HEAD/MIDDLE & HIGH PRINCIPAL

An  inspiraIon  for  students  and  educators  around  the  world

Looking ahead

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owadays,   many   students   in  developed   countries   are  worried  about   the   lack   of   opportuniIes:  

the  economic  crisis   and   the  rise  of   new  powers,  such   as   India   or  China,  seem  to  have   reduced   the   chances   of   a   bright  future.  There   is   no   doubt   that   the  level  of   compeIIveness   has   grown   and  students   have   to   find   new   ways   to  impress  their  current  teachers  and  future  employers.  

In  today’s  labour  market,  the  capacity  to  combine   good   analy9cal   vision   with  prac9cal  skills  is  essen9al.

Consules  is  the  leading  Italian  NGO  in  the  field   of   simula9ons   and   ins9tu9onal  games.   It  was   founded   in   2005  with   the  specific   aim   to   ‘bridge   the  gap   between  theory   and   prac9ce’.   The   applica9on   of  this  moHo  has  led  to  the  implementa9on  of  a  wide  range  of  projects,  which  share  a  common   assump9on:   good   policies   are  the   result   of   good   ideas   and   of   good  nego9a9ons.   For   this   reason   each  Consules  program  combines  the  dialogue  on  good  proposals  with   the  nego9a9ons  to  turn  proposals  into  agreements.  

This   is   the   mechanism   behind   the  Na9onal   High   School   Model   United  

Na9ons,   the   wor ld ’s   b iggest   UN  simula9on   for   high   school   students  held  in   New   York   and   promoted   in   Italy   by  Consules.

This  conference  is  aHended  every  year  by  about   3.000   students   from   all   over   the  world:   the   par9cipants   engage   in   a  dynamic  debate  on  all  the  topics  currently  on  the  UN  agenda,  from  human  rights  to  military   conflicts   up   to   the  protec9on  of  the   environment.   Each   student   takes  on  the   role   of   the   ambassador   of   a   UN  member   state  and  nego9ates  with  other  colleagues   to   reach   an   agreement   on  crucial  issues  for  our  future.  

According   to   Prof.   Federico   Niglia,  Research   Director   of   Consules,   this  project   has   ‘mul9ple  posi9ve   effects’   on  

the   par9cipants:   Firstly,   par9cipants  increase  their   knowledge  of   interna9onal  affairs  and  poli9cs;  secondly,  they  start  to  understand   the   importance   of   dialogue  and   nego9a9on   with   people   from  different   cultural   backgrounds.   This  project   can   also   increase   the   capacity  of  students  to  compete  in  the  academic  and  professional   placement  process.  Carmelo  Graziano   GalliHo,   Founder   and   CEO   of  Consules,   underlines   that   ‘students   who  have   aHended   the   NHSMUN   program  h a v e   a   p r o n o u n c e d   s e n s e   o f  compe99veness  and  have  the  capacity  to  develop  strategies  which  are  func9onal  to  the  achievement  of  their  goals’.    

SimulaIng  the  UN:A  fantasIc  way  to  broaden  your  horizons“Students  who  have  a/ended  the  NHSMUN  program  have  a  pronounced  sense  of  compe::veness  and  have  the  capacity  to  develop  strategies  which  are  func:onal  to  the  achievement  of  

their  goals.”    

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NHSMUN  -­‐  an  exci:ng  new  opportunity  for  RIS  students  in  grades  11  to  13!  

BY CONSULES

Earlier in September, students in grades 11 to 13 at tended a presentation about what it means to participate in the NHSMUN in New York next March.

On Thursday 10 October, a second session was held with parents and students (grades 11 to 13) which explained the application and selection process. Weʼll keep you informed of RISʼ participation in the NHSMUN 2014!

IB  LEARNER  PROFILE  “The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The attributes of the profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the Primary Years Programme (PYP) and Diploma Programme and, therefore, the culture and ethos of all IB World Schools.” - IBO.org

PATRICIA MARTIN-SMITHEARLY YEARS/ELEMENTARY PRINCIPAL

he   IB   PYP   programme   a ims   to   deve lop  interna9onally  minded  people  who  will  be  ready  to  help  create  a  beHer  and  more  peaceful  world.  The  

IB  Learner  Profile  lists  ten  characteris9cs  which  dis9nguish  an   interna9onally   minded   person,   with   descriptors   to  clarify  each  of  the  following  aHributes:Inquirers,   Knowledgeable,   Thinkers,   Communicators,  Principled,   Open-­‐minded,   Caring,   Risk-­‐takers,   Balanced,  Reflec9ve.‘In  a  school  that  has  a  commitment  to  the  values  inherent  in   the   IB   learner   profile,   these   values   will   be   readily  apparent   in  classroom  and  assessment  prac9ces,  the  daily  life,  management   and   leadership  of   the  school’   (IB   leaner  profile  booklet).  The  pervasiveness  of   the  learner  profile  is  indeed     clearly  apparent  in  the  Programme’s  standards  and  prac9ces  some  of  which    include:  Philosophy   -­‐   The   school   develops   and   promotes  interna9onal-­‐mindedness   and   all     aHributes   of   the   IB  learner  profile  across  the  school  community.  Curriculum   -­‐   Collabora9ve   planning   and   reflec9on  addresses   the   IB   learner   profile   aHributes.   The   wriHen  curriculum   fosters   development   of   the   IB   learner   profile  aHributes.   Teaching   and   learning   develops   the   IB   learner  profile  aHributes.  A   recent   review   of   the   learner   profile   concluded   with   a  series   of   revisions   that   were   introduced   to   the   IB  community  in  July  2013.  In   the   revised   version   of   the   IB   learner   profile,     the  descriptors  that  clarify   each  aHribute,  have  been  modified  to   reflect   con9nued   development   in   the   IB   community’s  understanding  of  the  learner  profile.  RIS   con9nues   to   consolidate   the   learner   profile,   which  underpins  the  school’s  philosophy.

Inquirers.   We  nurture  our   curiosity,   developing   skills   for  inquiry  and  research.  We  know  how  to  learn  independently  and  with  others.  We  learn  with  enthusiasm  and  sustain  our  love  of  learning  throughout  life.Knowledgeable.   We   develop   and   use   conceptual  understanding,   exploring   knowledge   across   a   range   of  disciplines.  We  engage  with  issues  and  ideas  that  have  local  and  global  significance.Thinkers.   We   use   cri9cal   and   crea9ve   thinking   skills   to  analyse  and  take  responsible  ac9on  on  complex  problems.  We   exercise   ini9a9ve   in   making   reasoned,   ethical  decisions.Communicators.   We   express   ourselves   confidently   and  crea9vely   in  more  than   one  language   and   in  many  ways.  We   collaborate   effec9vely,   listening   carefully   to   the  perspec9ves  of  other  individuals  and  groups.Principled.  We  act  with  integrity  and  honesty,  with  a  strong  sense   of   fairness   and   jus9ce,   and   with   respect   for   the  dignity   and   rights   of   people   everywhere.   We   take  responsibility  for  our  ac9ons  and  their  consequences.  Open-­‐minded.   We   cri9cally   appreciate   our   own   cultures  and  personal  histories,  as  well  as  the  values  and  tradi9ons  of  others.  We  seek  and  evaluate  a  range  of  points  of  view,  and  we  are  willing  to  grow  from  the  experience.Caring.   We   show   empathy,   compassion   and   respect.   We  have   a   commitment   to   service,   and   we   act   to   make   a  posi9ve  difference  in   the   lives  of   others  and   in  the  world  around  us.Risk-­‐takers.   We   approach   uncertainty   with   forethought  and   determina9on;   we   work   independently   and  coopera9vely   to   explore   new   ideas   and   innova9ve  strategies.  We  are  resourceful  and   resilient   in   the  face  of  challenges  and  change.Balanced.   We   understand   the   importance   of   balancing  different   aspects   of   our   lives—intellectual,   physical,   and  emo9onal—to  achieve  well-­‐being  for  ourselves  and  others.  We  recognize  our  interdependence  with  other  people  and  with  the  world  in  which  we  live.ReflecIve.   We   thoughfully   consider   the   world   and   our  own   ideas   and   experience.   We   work   to   understand   our  strengths  and  weaknesses  in  order  to  support  our  learning  and  personal  development.

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WORLD  FOOD  DAY  2013  

Since   1981,  World   Food   Day   (WFD)   has   been   celebrated   every   year   around   the   world   on   the  16th   of  October  in  celebra@on  of  the  founding  date  of  the  Food  and  Agriculture  Organiza@on  (FAO),  a  specialised  agency  of  the  United  Na@ons,  established  in  1945.  

World  Food  Day  2013  will  focus  on  "Sustainable  Food  Systems  for  Food  Security  and  Nutri@on".  Different  themes   are  chosen  each   year   to  draw  aPen@on   to   important  problems  and  solu@ons   in   order  to  fight  hunger  around  the  world.  Part  of  the  WFD  celebra@ons  include  the  Hunger  Run,  which  will  take  place  on  Sunday  20  October  in  Rome.  RIS  is  calling  on  the  en@re  community  to  par@cipate  in  this  important  event!  

When  speaking  about  World   Food  Day  we  should  also  men@on  Quinoa.  This   grain   is   a  very  sustainable  food  source  and  FAO  has  assigned  2013  as  the  Interna@onal  Year  of  Quinoa.  Quinoa  is  a  very  nourishing  food   and   has   started   to   really   help   those   countries   that   have   been   suffering   from   food   insecurity.  According   to   FAO’s   Director   General,   Quinoa   can   play   an   important   role   in   eradica@ng   hunger,  malnutri@on  and  poverty.  

HUNGER RUN events have three main objectives:

1) build connections between local communities and the United Nations food agencies

2) focus public attention on the fact that hundreds of millions of people around the world still live in chronic hunger

3) raise funds to help hunger-affected communities meet their own food needs over the long term.

HUNGER RUN is celebrated on Sunday 20 October. You could

run a competitive race (10km run) and non-competitive race (5km run/walk), the cost of the run is €10/person.

I would like you all to participate in HUNGER RUN to help sustain FAOʼs livestock project in the Sudan.

Please see Ms Brunet or send her an email to sign up!mbrunet@romeinternationalschool.it

HUNGER RUN starts at Terme di Caracalla, Rome.

Source: http://www.fao.org/getinvolved/worldfoodday/hunger-run/en/

Help win the fight against hunger!

Hunger Run 2013

BY REDAS TARNAUSKAS GRADE 8

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IGCSEGlobal Perspectives

BY JOHN BIRCH MIDDLE SCHOOL LEADER/GLOBAL PERSPECTIVES

Cambridge   IGCSE   Global   Perspec>ves  develops   independent  thinking,   learning   and  communica>on   skills.   It   focuses   on   issues  relevant   to   today’s   learners   and   helps   them  shape  their  world  perspec>ve  by   connec>ng  learning  with  real-­‐world  issues.

The   course   is  built   around   a  series  of   topics,  each   containing   issues  of   global   importance.  The   topics   provide   a   meaningful   and  s@mula@ng   context   in   which   learners   can  begin  to  develop  the  skills  they  need  as  ac@ve,  global  ci@zens  and  for  prac@cal  applica@on   in  further   study.   This   could   mean   considering  issues  as  wide-­‐ranging  as  how   the   role  of   the  family   is   changing,   what   na@onal   iden@ty  means   in   a   global  world   and   how   educa@on  can   contribute   to   a   higher   life   expectancy.  Recognising   that   life   is  not   always  about   the  'right'   answer,   Cambridge   IGCSE   Global  Perspec@ves   is   about   encouraging   and  challenging  learners  to  present  their  points  of  view   clearly   and   explaining   their  posi@on   on  things  that  maPer  to  them.

Through   their   study   of   Cambridge   IGCSE  Global  Perspec@ves,  learners  consider  a  range  of   global   issues,   and   develop   personal,  na@onal  and  global  perspec@ves.  They  do  this  through   inves@ga@on,   d ia logue   and  collabora@on  with  others.   The  emphasis  is  on  developing   the   skills   and   ability   to   think  cri@cally   about   issues  where   there   is  always  more   than   one   point   of   view.   This   means  communica@ng  with  students  next  to  them,  in  

the   same   class  and   across  the   globe   as   they  interact   and   exchange   informa@on  and   ideas  with  learners  from  other  cultures.

Outcomes   of   study   could   be   as   diverse   as  wri@ng   to   the   United   Na@ons  about   climate  change,   organising   a  school  workshop  on   the  importance   of   water   to   different   socie@es,  introducing  a  school-­‐wide  Fair  Trade   policy  or  even  mee@ng  government  ministers.

The  assessment  has  three  components.

1.  Individual   research  study:  students  choose  from  the  topics  of  study  and  submit  individual  research   reports   for   the   topics   they   have  chosen.   This   component   represents   40%   of  the  total  grade.

2.  Group  project:  working  in  groups,  students  choose  one  further  topic  of  study  and  prepare  a  group  report.  Each  student  also  produces  an  individual   evalua@on   of   the   group   project.  This   component   represents  30%   of   the   total  grade.

3.   WriMen   exam:   tes@ng   the   skills   the  students  have   learned  during  their  study.  This  component  represents  30%  of  the  total  grade.

Both   the   individual   research   study   and   the  group   project   are   internally   assessed   and  moderated   by   the   Cambridge   Interna@onal  Examina@on  Board.  

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RIS report

MeetMs Pollard,

Grade 4

Q. Where are you from?A. ScotlandQ. What are some of your hobbies? A. Playing guitar and piano, and running!Q. What is your favourite thing about teaching?A. Every single day is different and exciting!Q. Where were you teaching before Rome?A. At an International School in DohaQ. Who is your favourite author? A. Ken Follet, Philip Pullman and JK Rowling

Q. What do you like about the class you are teaching? A. Everybody has wonderful manners and they have a good sense of humour. Q. What do you like about Rome? A. The beautiful architecture and the wonderful weather! Q. What is your favourite Italian food? A. Ham with melon.

BY MARIA CHIMENTI & ELEONORA RUBEN GRADE 5M

My first day at school

BY RUFO SGRIGNANIGRADE 5C

I was really happy to be back at school so I ran to the meeting point where I met my new teacher and all my classmates. I was really happy to meet new and old friends. My teacher is Mr Crase who is very nice and interesting and he is from the UK. It was interesting to hear about my classmatesʼ summer holidays, their adventures and experiences. In my class there are two new students, the first is from Madagascar and the second is from South Korea. In the other grade 5 class, I met a new

student who comes from Istanbul. I enjoyed playing and talking to him during break-time. In September, the grade 5 class started a Unit of Inquiry called ʻKeeping Healthyʼ. It is about the human body and how to take care of it. When the first day of school ended, Mr Crase accompanied us to meet our parents who were waiting for us, curious to know about the first day. I hope the present year will be exciting and profitable as my first day was!

RIS report is a monthly publication by Rome International School.

RegistrationRegistrazione n. 476 del 31/12/10

Direttore ResponsabileMaria Corbi

Editor-in-ChiefTania Gobenatgobena@romeinternationalschool.it

Graphic designTania Gobena

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