ISF Newsletter February 2021 by ISF-Florence

ISF NEWSLETTER FE B U RARY 2021

www.isf italy.org

INTERNATIONAL SCHOOL OF FLORENCE Our Mission A laboratory for learning where we collaborate to add meaning to a shared future. Our Vision We aspire to build communities of creative makers and doers.

in this issue... THE INTERNATIONAL SCHOOL OF FLORENCE NEWSLETTER February 2021 Editor-in-Chief Tanya Bruckner Design and layout Tess Hitchcock Printer Tipografia Color Print Cover Photo Franco Perrotta

ISF alumni, families, faculty, and friends are welcomed and encouraged to submit ideas and articles for consideration.

Inquiries may be addressed to: media@isfitaly.org

www.isfitaly.org

comments Growth In Winter, Simon Murray

features Our Board of Directors

Update from the Nurse, Sofia Gori

Update from College Counselor, James Lee

The School Connecting My Family, Mark DiFlorio

The Language of Creativity, Claire Angeletti

A Community of Creative Makers and Doers, Erin Hoover, Vanessa Regnier, Rebecca Bartolotti

IBDP Visual Arts, Andi Nufer

Onan Family Foundation Library, Julio Puente Garcia

Biomes-In-A-Box, Amanda Korsell Brown

Our Learning and Phase Leaders

Learning English Through Crafts, Anthony Davidson

The Tuskan Times, Bernardo Petochi, Katherine Dick, Edoardo Cariati

The Earth In 50 Years, Giovanni Lebole

Grade 5: Leading The Way, Celi Harper

World Speech Day

Growth In Winter I hope you will agree with me that this edition of the newsletter proves that growth in winter still occurs. So, despite short days, long nights and a pandemic, the school continues to thrive and move forward with purpose. That is a tribute to the energy, resilience and creativity of our whole community and in particular our students and their teachers. As you enjoy some of the highlights of a huge variety of developments at the school, the mimosa is blossoming outside my office window. While probably a product of global warming, let us think of it instead as a symbol. As ever, we can leave the last word to Larkin. All the best, and enjoy the break, Simon

THE TREES The trees are coming into leaf Like something almost being said; The recent buds relax and spread, Their greenness is a kind of grief. Is it that they are born again And we grow old? No, they die too, Their yearly trick of looking new Is written down in rings of grain. Yet still the unresting castles thresh In fullgrown thickness every May. Last year is dead, they seem to say, Begin afresh, afresh, afresh. Philip Larkin

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OUR BOARD OF DIRECTORS ALESSIA CHENG Working with the Board gives me the opportunity to communicate with members, share my views and contribute to the future of the children that attend ISF. I think that being involved in taking part of decisions that will later be transferred into actions fulfills the mission of the organization.

MORGAN FIUMI As an ISF alum, I joined the Board primarily out of a desire to give back to a school that has had a profound influence on my life. I have been pleasantly surprised by the extent of learning involved with being a board member. The experience has heightened my enthusiasm on the evolution of education, the vision of the School, and the positive impact ISF can have on the broader community.

MARCO FAZZINI The world is changing, and so is the education system. ISF is working hard to address this change and provide students with the tools they need to become citizens of tomorrow's world.

DAVID ASPIN I joined the Board with a view to helping support the ISF on its journey through an ever changing educational landscape in the hope I could help and advise the leadership team and assist the Board in its pursuit of running a really good school .

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GIOVANNI LIBERATORE I joined the board mainly to help support the School in planning a sustainable and financially sound development. I am an educator and I consider ISF a relevant and unique institution for our city, so I am happy to have the opportunity to facilitate relations with the Florentine environment.

PAOLA PULIDORI Florence is a global heritage city that has celebrated diversity over the centuries, with different nationalities who have contributed to its social and cultural wealth. I believe our School is a key part of the identity of this phenomenal city and can legitimately have the ambition to become a reference point in the arena of International Schools worldwide. I am here to help our School achieve this ambitious target.

KRISTIN DICK We know that the world is a rapidly changing place, for example technology has had a major impact on society and how our future may be different from today. As part of our new mission, vision and strategic plan, the senior leadership of ISF has made research and evaluation a central part of the school and it has begun to build stronger ties in Florence and beyond. This effort helps to ensure that as things change, what our students are able to learn can change too. They also have created an environment that can tailor education to each student's particular needs or interest better than could have been done in the past. This year, as we and the world have had to deal with COVID, I have been impressed to see how the school has adapted. Our staff and administration have demonstrated a nimbleness that is remarkable and bodes well for the future of ISF. I am grateful for what all the teachers and administrators have done to keep our children's education on track.

IVAN MIJATOVIC My aim as a board member is to contribute to ISF in the areas of Governance, Finance and Strategic Planning.

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ERIC GOULDER Many, if not most, of the world's ills are a direct result of poor education. We each must do our part to constantly improve the state of education for the child and society as a whole.

CATHLEEN COMPTON I am so happy to contribute to my adopted city’s cultural life by volunteering as a Board member at ISF. I’ve lived in Florence for 30 years, raised my two kids here, worked and volunteered in numerous environments and have always thought of ISF as an important reference point. It is a great privilege to be part of the school’s history now as it strives to carve out a more pronounced profile on the local horizon and to be more proactive in seeking out the many ways Florence can nurture our children’s educational experience.

JACOPO MONACI NALDINI Being convinced that ISF is a great asset for Florence and the surrounding area, I found that I could be of some help to the School in regard to the governance of the legal affairs and relationships with the local entities. My availability offered to the Board was based on several factors: first of all my twenty-year experience in town and with its international community; secondly, my background of studies in an English University and thirdly, my profound conviction that children are the world’s treasure and that they deserve the highest attention and dedication by older people, to have an always better education. Also, the fact that I have a son who is fourteen, makes me closer to the schools’ world. I feel proud to be part of a team who works hard for the benefit of children. SILVIA QUIROGA In addition to ISF’s community spirit, tolerance and appreciation of diversity, I also hope we have inspired the students to become lifelong learners with willing passion for learning rather than just study for the sake of examinations. It’s important that they secure their ambitions for university and career but I feel it's also critical that they see these as steps towards improving their own lives and the world they are inheriting. Anyone of my generation with young children will realise just how much the style, width and quality of learning has evolved and how that evolution seems to be accelerating. Sometimes I think ISF is teaching me new things as much as my children !! The one thing we can be sure is that these changes will continue and I enjoy being exposed to that and helping it happen in my small way.

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AN UPDATE FROM OUR NURSE Dear ISF community, What a year it has been! Little did I know that when I got this job as a school nurse we would all be facing a global pandemic, ignorance is bliss!! However, thanks to our incredible community, this is the best place I could ever be working during Covid times. Looking back at September 2020, when we did our first all in-school testing, compared to now, I can say that we have come a long way. From learning how to organize a drive-through testing for the whole school, to handling suspect cases and even quarantining classes when necessary, I can reassure you that this progress would not have been possible without the help and support from all of you. I want to take this opportunity to give a special thanks to Ylenia De Rossi, Covid-19 Coordinator, with whom I shared long late-night talks trying to decipher Governmental Decrees and Italian Health System protocols, to even more recently asking her to be my "nurse assistant" for the in-school testing. Your diligence and meticulousness, my friend Ylenia, have kept our school safe and open. As we wait for the vaccine, I will continue keeping up the vigilance for our mutual safety. Thank you ever so much, your school nurse, Sofia

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UPDATE FROM THE COLLEGE + GUIDANCE COUNSELING OFFICE JAMES LEE, ISF US COLLEGE COUNSELOR

very graduating class has a unique setting. This year is no different to say the least! More than 250 college applications have been submitted so far this academic year. As always, ISF seniors are determined and driven, excited for what may be next! Many students are still waiting for decisions - see the image for a list of universities our seniors currently hold offers from.

TEST OPTIONAL? Many US colleges are starting to extend their testoptional policy for students seeking to enroll in 2022 amid the continued difficult circumstances surrounding examinations/tests. For students who choose to submit their scores, it still remains an important piece, yet a few schools are going testblind where scores are not considered at all. In Europe, SAT or ACT continues to be an alternative entrance test to institutions such as Bocconi and IE.

TRENDS A recent study by Unifrog found that students in international schools are now even more likely to apply to university, with heightened interest in technology, science, and healthcare. This is certainly reflected in the recent feedback we received from universities from around the world. Both US early applications and UK October deadline applications reached record numbers this year. Last week, UCAS highlighted tremendous decadal growth in technology-based degrees in the UK overall and increase in the study of certain individual subjects such as medicine, law, business, and psychology.

JUST ONE TIP - EXPLORE! It is important to really explore with a proactive mindset and make better informed decisions on what is the best fit. Explore your interests and subject outside of the classroom - the latest MOOC, independent research, creative activity, or simply a reading list? Explore the details of what each university course offers and what the experience is all about. (Virtually if need be!) After all, the idea of the IB learner involves open minded inquirers and thinkers, and it is our school’s mission to serve as a laboratory for learning - it is second nature for us to begin with exploring. Then, you will know what to do. Later, these explorations will also come alive in the personal essays, activities profile, interviews, and teacher recommendations in the most natural and genuine way.

At ISF, the high school student body remains extremely consistent in interests ranging from art, humanities, business, to science as well as health care. This year’s seniors have applied to universities in Europe, US, UK, and Asia - the UK has the highest number of applicants (27). Their interests are truly international, diversified, and ambitious.

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ISF - THE SCHOOL CONNECTING MY FAMILY MARK DIFLORIO, ISF COVER TEACHER

began working at the ISF upper school as a cover teacher during the fall term of 2020. I had been living in Italy for 2 years during which time my 2 children attended the lower school. Allegra is currently in 6th grade and Theo is in 4th grade. In fact, my family and I moved to Italy primarily so that our children could attend ISF. You see, my family has a storied history with ISF and my working here is a continuation of the story that more deeply connects our lives.

I was born and raised in the United States, in Philadelphia, Pennsylvania. For undergraduate school I studied physics and for my graduate degree I studied jazz performance in New Orleans, Louisiana. While being a performing and recording musician for most of my adult life, teaching has always been a piece of the puzzle, a wonderful way to share what has been shared with me, a way to connect with creative children and families and also a way to supplement my income. I have been teaching for over 30 years in a variety of volunteer, scholastic and private settings so it felt natural for me to join the team here at ISF. And what a pleasure it has been.

My wife, Eugenia (Lilla) Fiumi DiFlorio, was born in Florence to an American mother and Italian father. She grew up in Santo Spirito and after 2 years in Italian public schools and another 2 in American public schools, Lilla ended up attending ISF beginning in 5th grade. At that time the entire school was located at the current lower school campus and her graduating class had a total of 13 students. This was the beginning of a long and fortuitous relationship with Italy and ISF. Her brother Morgan and sister Elettra followed in her footsteps, attending and graduating from ISF. At one point Lilla’s mother Terry taught Italian at the school and at another time she taught 4th grade.

The quality and diversity of students and faculty at our school is remarkable. As a cover teacher my main responsibility is to provide a continuity of learning for the students when a teacher is unable to be present. I also support the inclusion department and individual teachers when possible and supervise snack and lunch when necessary. With an expertise in music as well as a strong academic background in math and science I have covered many classes. This has allowed me to quickly get to know just about the entire staff and student body.

Fast forward through university, careers, marriage and children (all in the United States) and here we are again. We returned to Florence in the summer of 2018 to have our children attend ISF and absorb the culture and language of Florence, Italy. And by “we” I mean all of us, Terry, Morgan and his entire family, and Elettra who lives close by. Morgan has 2 of his children at the lower school, with his 3rd beginning next year. As a family we have most of our adventures together.

Whether it’s supporting middle school students adjusting to a new campus and the increase in work intensity, preparing young highschool students for the IB program or guiding graduating students as they finish and look to the future, I enjoy being a support for all students and staff. And as I provide support and continuity in learning for students and staff, ISF provides support and continuity for me and my family, in my learning and my life.

Mark and his family, Christmas 2020

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THE LANGUAGE OF CREATIVITY CL AIRE ANGELETTI, LEARNING LEAD CREATIVITY & INNOVATION

he Arts can delight, entertain, instruct, provoke and transform, challenging our view of ourselves and the world.

WHY EXPERIENCE THE ARTS? Engaging in the Arts can lead us to explore our inner world and inquire into how we choose to interact with the world around us. We are open to encountering different ways of seeing and experiencing and we are given the tools to articulate those experiences. The process of creating involves us in selecting the interface between ourselves and others, discovering different ways of developing and communicating our thoughts and ideas in a variety of mediums. This process also encourages us to think ‘outside the box’!

As creators and doers, engaging in the Arts encourages students to be critical thinkers and look at the world from different perspectives. Artists seek to develop empathy, sensitivity and an awareness of how to communicate through their chosen medium. One of our greatest living Theatre Directors – Peter Brook, commented: “There is only one story: What is a human being? How does he live his life? Different people approach this theme in different ways. It is always the same question.”

As creators, directors, designers and performers we are exploring and practicing transferable skills such as the ability to work within a team and the ability to motivate and inspire others - developing compassionate Leadership Skills. We are practising and understanding the art of ‘Presence’ and how to work with/or for an audience.

Theatre is a powerful language of signs, symbols, sounds, movement, projections, text, song, silence, image, colour, shape, light, texture, beat and rhythm and the theatre experiments of the 20th and 21st centuries have seen endless permutations of this language in order to express something of what it is to be a human being!

The celebrated theatre practitioner, Stella Adler, talked about the fact that the ancient Greeks regarded the theatre as ‘The Seeing Place’ - a place where people would come to understand the truth about life! In this way as creators we are encouraged to tap into our potential as enquirers, building our curiosity and capacity for deep reflection. Such a process, involving the creation of characters and story, also encourages an understanding of how to promote the well-being of Self and Others through the practise of compassionate empathy.

What makes this language powerful in an educational context is that we can move beyond ideas into the world of experience and experiencing. When the stories told are witnessed by an audience that is when the alchemy of theatre is at work. At its best it means that we leave the theatrical experience changed.

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WHAT DO WE STUDY IN THEATRE LESSONS?

an awareness of how to interact with different audiences.

In Middle School Art, Drama and Music are taught as discrete subjects from Year 6 to Year 8. Students practically explore a variety of different projects linked to international themes.

WHAT DO GRADE 9 AND 10 STUDENTS SAY? “I think it’s important to learn Theatre Skills because it develops your communication skills in several ways; it improves confidence, which is essential in speaking clearly, lucidly, and throughfully. Throughout my Theatre experience this trimester I have learned many skills that I’m sure will be helpful in my future academic career, not only that but in a social context as well. I consider myself as being slightly shy or even an introvert, expanding my knowledge of Theatre skills has put me on the edge where I had to force myself to embrace my fears and get out.”

In High School Years 9 and 10 have the opportunity to explore their creativity through an Art, Theatre Studies and Music Carousel. Students deepen their understanding of the various art forms and are encouraged to become outstanding team players as well as strong leaders – able to take the initiative and work with imagination and insight. In Theatre Studies we have explored actor training skills, engaged in the art of spontaneous and prepared Improvisation, taken texts from page to stage, devised scenes from a variety of stimuli across time and culture, begun to develop an understanding of how to use space and light and sound to create meaning and begun to develop

“Personally I think theatre skills are important because they allow you to be a completely different character for a while... Theatre in fact makes you forget your reality and your usual life circumstances,

it makes you think outside the box.” “During this theatre course I have learned to be more observant and to really understand a character. I have learned to notice the little things and really comprehend a character and his thoughts. I think this is a very useful skill.” “These skills are important because you learn to open yourself up to other people.” “I think it is important to learn theatre skills because it helps develop confidence, initiative and flexability. These qualities are important even outside of school.” “Theatre helped me imrpoved and practice my public speaking skills which is really useful in almost all my other subjects.” Within the faculty we aim to inspire and motivate students to explore the ever changing language of the Arts, equipping students with a skills base that allows them to express and share ideas in new and interesting ways in an International environment. We also hope to support young people on their chosen career path, encouraging them to go out into the world with confidence in their creative ideas, able to communicate with others in a transformative and compassionate way that promotes well-being and empowers them to be change makers of the future. Even in this time of restrictions the opportunities to create and reinvent our World are endless and young people are opening the doors to new ideas.

Grade 8 ACTivate Drama Club performing DNA.

ISF’S 70 TH ANNIVERSARY Since ISF opened in 1952, we have spent 7 decades educating children from all over the world. Mark your calendars for a Spring 2022 Alumni Reunion with graduates spanning all 70 years!

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A COMMUNITY OF CREATIVE MAKERS AND DOERS ERIN HOOVER, VANESSA REGNIER, AND REBECCA BARTOLOTTI

"What children learn does not follow as an automatic result from what is taught, rather, it is in large part due to the children’s own doing, as a consequence of their activities and our resources." —Loris Malaguzzi, The Hundred Languages of Children

he concept of an Artelierista comes from the Reggio Emilia approach to learning, an approach that aligns beautifully with the PYP philosophy and pedagogy, and one we are exploring and developing in Early Years and Foundation. So what is an Atelierista and why are we interested in enhancing this role throughout the Junior School? An Atelierista is essentially “a creative facilitator who supports children’s imagination, expression and experimentation, actively striving to encourage dynamic learning processes through the arts” (Reggio Children, 2020). The atelier provides a

place for children to use a variety of techniques, it assists the adults in understanding processes of how children learn, and it provides a "workshop for documentation" (Edwards, et al., 1993, p. 121). Equipping classrooms with an interesting variety of materials provides rich environments for both spontaneity and project revisitation. The collaboration at the JS involves students throughout the school, and is in support of the Art teacher, the ISF philosophy and the whole community as we strive towards a community of

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"Teaching for creativity involves asking open-ended questions where there may be multiple solutions; working in groups on collaborative projects, using imagination to explore possibilities; making connections between different ways of seeing; and exploring the ambiguities and tensions that may lie between them." —Ken Robinson, Out Of Our Minds: Learning to Be Creative

creative makers and doers. Alongside the permanent EY Atelier space, once a week our Atelierista sets up an invitation to contribute to a collaborative art project in a shared space in the primary section. It is important to see this time as a moment of growth where skills don't count as much as passion and where a student can really get the opportunity to learn and share something new. While the current situation restricts some opportunities, as a team we have worked within these protocols to support all year levels in some way, and we will continue to do so.

In the Early Years and Foundation it is already a daily integration where students are given the opportunity to work around different spaces created to learn independence and skills in an artistic and scientific way. The Atelier, as it is called, is a space where different areas are prepared and available for students' choice. They are encouraged and supported to improve and enhance whatever it is they are interested in. The atelier environment is the third teacher. Malaguzzi emphasized that the environment plays a central role in the process of making learning meaningful. So important was this notion, that Malaguzzi defined the environment as the third teacher (Gandini 2011). Malaguzzi’s third teacher is a flexible environment, responsive to the need for teachers and children to create learning together. The classroom environment can help shape a child’s identity as a powerful player in his or her own life and the lives of others. To foster such an environment, teachers must go deeper than what is merely seen at eye level and develop a deep understanding of the underlying principles and of children’s thinking, questions, and curiosities.

Malaguzzi emphasized that “it was not so much that we need to think of the child who develops himself by himself, but rather of a child who develops himself interacting and developing with others” (Rankin 2004, 82). As such, at the core of the Reggio Emilia philosophy is its emphasis on building and sustaining relationships. This is also a direct link to the IB Primary Years Programme philosophy in the early years.

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IBDP VISUAL ARTS STUDENTS PREPARE FOR EXHIBITION ANDI NUFER, VISUAL ARTS TEACHER

visual artists have been working for two years on their skills, concepts, and artistic vision in order to create a body of original artworks inspired by a combination of their personal research into art and its interdisciplinary connections, study of other artists both historical and contemporary, and delving into the cultural context of art to find what matters to them and create a visual language to express and explore it. Now, they’re fast approaching the moment when all of this research, training, and experimentation yields the fruit they are going to share with the entire ISF community in the annual art exhibit, and with the larger community through their own exhibition website featuring highlights of their work. Excited yet? So are we! SAVE THE DATE: Tuesday, March 30th - 6:30pm Please join us for the exhibit opening, adapting to the times through an innovative approach blending an in-person opening celebration (attended by exhibiting artists and students on campus) and a simultaneous real-time virtual opening zoom meet for parents and the larger ISF community. Artists will briefly present their work and you will be given a virtual tour of the exhibit, with a link to the exhibition website to continue your experience. Come with a glass of prosecco or a hot cup of tea in hand and join us from home! We appreciate your support in celebrating these students and the vital role the arts play in recognizing and creating beauty and meaning as central to how we teach ISF students to approach the world and their own lives. 20

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Artwork by Matteo Mastrangelo, Kim Bonan, Tiziana Xie, and Renee Deandrea

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ONAN FAMILY FOUNDATION LIBRARY DR. JULIO PUENTE GARCIA, UPPER SCHOOL LIBRARIAN

t the end of August 2020, our Upper School library started an important renovation. Our main goals were to create an inviting student-centered space and update our current catalog to provide faculty and students with the best academic materials available.

a LGBTQIA+ section. Students, parents, faculty, and staff are very much welcome to make any suggestions that can help us improve our library. The library will continue to support students and faculty not only by offering guidance regarding research projects, but also by collaborating in other literacy programs. During the fall quarter, the 500-WordsCompetition was a tremendous success (we will soon publish an edited volume of the best stories). We are also planning to celebrate a Harry Potter Night in Winter, and will continue with our multiple book and film clubs through the year.

In order to accomplish our purpose, we took into consideration the comments and recommendations of faculty and students, and redesigned the space adding new mobile furniture that allows students and faculty to work on their research projects individually or in groups in a quiet, comfortable, and well-equipped space. With this new design, entire classes are able to come to the library to participate in research workshops or other literacy programs (the picture above, for instance, shows our six graders working on their reading skills by using the Renaissance program). Our Onan Family Foundation Library already possesses around 11,500 books, more than 500 DVS, and 18 periodical subscriptions. Following ISF’s commitment to diversity and inclusion, we plan to add three more sections: A comic section to attractmiddle school students (as well as other comic aficionados at ISF); World literature in original languages (Chinese, French, German, Spanish, and others); and

Students in Grade 11 Book Club, from left to right: Thomas, Anna, Ana Maria, Sophia, Zeynep, Stella, Nereo, Luisa, Bernardo, Jack.

“When my parents first told me about the 500 word competition, my heart leapt to my throat. I am a very self conscious person, I don’t like to be the center of attention a lot, and if I’m going to be completely honest I didn’t want to do it at first. But I finally gave in, and after doing some research, I decided to write about a topic that I’m extremely passionate about: Women’s rights. Originally, I got this inspiration from a book I had recently read called ‘Shabanu’. I actually wrote the whole story sitting on my bed, ignoring my mom calling me downstairs to eat dinner. When I (finally) went downstairs, I let my dad read it and he jokingly said, “Where did you copy this from?” And although he didn’t say anything about changing anything or that he thought it was good; that one remark gave me confidence. After I submitted the story, I kind of forgot about the whole process, and when my dad said that I had won, it completely shocked me. I didn’t think at all that I would win. In the end, I am proud of my work, and I am happy that I was able to experience this.” - Allegra DiFlorio, Grade 6

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BIOME-IN-A-BOX PROJECT AMANDA KORSELL BROWN, SCIENCE TEACHER

his is my first year teaching the new Environmental Science course for pre-IB students in grades 9 & 10. As any teacher trying out something new, I initially had my preoccupations and reservations, but they quickly dissipated as I began to sink my teeth into a course I have so much personal passion for, and I really started to have fun.

showcase my strengths as student. When I became a teacher, initially planning to teach history, a subject I personally never enjoyed in school but came to love later, I vowed to “make all the boring bits as interesting as possible” by diversifying both lessons and assessments to appeal to all sorts of learners. After eight years in education, and a highly circuitous path that has allowed me to teach everything from music to biology to math to reading intervention, and more, I am taking this same philosophy with me into the science curriculum. Namely, not all students learn in the same way, so I will aim to reach each student by requiring a myriad of ways to showcase their knowledge.

Environmental Science has become one of my favorite classes to teach, and the 9th and 10th graders have blown me away with their eagerness to soak up information, have informed class discussions, and their surprisingly insightful comments in lessons. Further to this, and to my joy and exhilaration, the students have also been highly receptive of this new class. I have recently polled students using an anonymous Google form, in both classes, to ask them what they like and don’t like about the course, as well as questions about their learning styles. To my amazement, I was flooded with positive responses that filled me with a combination of awe, elation, and pride. Talk about gratifying!

Does this mean that tests are out the window? No, of course not, they definitely have value, but I will not use tests as my only form of assessment. One such alternative I’ve enjoyed utilizing from day one, bringing the arts into the core curriculum, connects so many neural pathways in the brain and has been shown to not only increase engagement, but also retention of information. Knowing that, I will endeavor to find even more ways to incorporate them whenever I can.

Oftentimes in education, we try out new things hoping for a truly “wow” lesson, but all too often new ideas can bomb just as easily as succeed. This year, I decided to opt out of a final test as a form of summative assessment, and instead had the students create a Biome-in-a-Box diorama project with an accompanying essay for their final project. The students have found this assignment challenging, engaging, worthwhile, and enjoyable overall, which tells me I am on the right track!

The success of the diorama project is evidenced by the incredible work the students put forth. When I asked them “How did it go?” I noticed that their faces lit up as they excitedly told me about their creative process. That type of animation is exactly what I want in my classroom. Bravi ragazzi!

When I was in school, I often found classes that were lecture-notes-test-repeat to not necessarily

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OUR LEARNING AN

MASSIMO BOSCHERINI Learning Leader for Science, Physics teacher and Math teacher in the Italian Programme

SUE YIANNAKIS CAS Coordinator, English B, English Teacher

JASON BLACKSTONE IB Diploma Coordinator

SIMONE ANDECHAGA Learning Lead for the Italian Programme

If you had to pick one strength to bring to a team, what would it be?

My enthusiasm.

Collaboration.

Calm.

Favorite part of ISF?

Arriving in the early morning before everyone else, roaming the empty corridors and then watching the place coming alive with students.

Being part of the ISF community.

The sense of community and family.

I tend to see the glass half full and I am very enthusiastic about teaching languages.

List 3-5 hashtags that describe your personality.

#caring #creative #supportive

#cringe #oldmanyellsatcloud

Secret talent?

#physicsisfun #cyclistsdoitbetter #moodswings

Gardening.

Can (probably?) still pull off an ollie.

Secret talent?

San Miniato.

List 3-5 hashtags that describe your personality.

Where is your 'happy place' in Florence?

Where is your 'happy place' in Florence? Aside from wherever family and friends are, it's a tie: Pizzeria Rocco (Piazza Ravenna) and Ristorante Tullio (Montebeni).

Playing the piano. Where is your 'happy place' in Florence? Wherever I ride my bicycle.

Favorite part of ISF? Talking to my colleagues and being in the classroom with my students. List 3-5 hashtags that describe your personality. #honest #patient #respectful #reliable #reflective Secret talent? A PADI Divemaster (scuba diving) Where is your 'happy place' in Florence? Mercato Centrale and the Duomo

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D PHASE LEADERS

ANDREA ANTONIAZZI Learning Leader, Mathematics

LINDA LANIS I teach Italian as a foreign language. Also, I am the World Languages Learning Leader

KATHRYN VAN FORST My position is to teach English and Theory of Knowledge; my role is to bring joy to learning.

CLAIRE ANGELETTI Leader of Creativity and Innovation and Theatre Teacher

If you had to pick one strength to bring to a team, what would it be?

Can-do attitude.

Managing conflicts.

Coherence.

Favorite part of ISF?

Experience and a ZEST FOR LIFE.

The students' enthusiasm.

I have two: Speaking at least four languages a day and listening to my students using the congiuntivo.

Being part of a caring, learning community.

List 3-5 hashtags that describe your personality. #optimistic #caring #supportive #meticulous Secret talent? I am a good cook.

List 3-5 hashtags that describe your personality. #lifeisbeautiful #bezen #pizzarocks #liveinthequestions

List 3-5 hashtags that describe your personality.

Where is your 'happy place' in Florence?

#polyglot #caring #naturalbornteacher #inlovewithanimals

Any lampredotto stall.

Secret talent?

Secret talent? Superhero of patience... just ask my students! Where is your 'happy place' in Florence?

Creative writing. Where is your 'happy place' in Florence?

In Florence, my classroom, ma normale--Siena.

A small vintage boutique near Mercato di Sant’Ambrogio: Lady Jane.

Favorite part of ISF? The students are bright, open, full of enthusiasm and a willingness to create and explore. List 3-5 hashtags that describe your personality. #wakeuptheworld #flyhigh #becurious Secret talent? Singing, writing, and playing the piano. Where is your 'happy place' in Florence? Looking at the Duomo.

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MARY ANNE RUNGE Upper Elementary (Grades 3-5) Phase Leader

ALESSIA BUSONI Cross-Campus Inclusion Coordinator

DENLEY JONES Learning Leader, Physical Education

JENNY SMITH Early Years 1 Class Teacher and Early Years Phase Leader

If you had to pick one strength to bring to a team, what would it be?

My positive attitude and listening skills.

My positive energy and my passion for students.

Passion for helping others achieve their goals.

Organization.

Favorite part of ISF?

The sense of community.

The legacy.

List 3-5 hashtags that describe your personality.

Working with a great community in a wonderful setting.

#grinandbearit #youcandoit #noregrets

#graceandpower #anythingispossible #keepmoving #nevergiveup #staffpsychologist

Secret talent? Competitive swimmer. Where is your 'happy place' in Florence? Walking along the arno.

List 3-5 hashtags that describe your personality. #reliable #loveoflearning #humour #kind Secret talent?

Secret talent?

Goalkeeping in football.

Artist (sculptor and painter).

Where is your 'happy place' in Florence?

Piazzale Michelangelo viewing point

Italian Garden at the Junior School.

Favorite part of ISF? The time I get to spend seeing my little monkeys grow (sorry, colleagues). List 3-5 hashtags that describe your personality. #international #funny #organised Secret talent? TikTok dances. Where is your 'happy place' in Florence? Any gelateria.

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Where is your 'happy place' in Florence? While it's not exactly in Florence, the forests in Casentino are downright majestic. The descent on bike from Secchieta to Vallombrosa is truly breathtaking.

JONATHAN MCCARTHY Learning Leader, Individuals and Societies

If you had to pick one strength to bring to a team, what would it be? I have a high motor and I do a good job of pace setting. When there's a lot of things to get check off a list, I'm your guy. This also works to my disadvantage, sometimes, as I'm so eager to be in motion that I take action before getting consensus or fully developing a plan. Favorite part of ISF? I most cherish the warm relationship I have with the students. List 3-5 hashtags that describe your personality. #restless #inquisitive Secret talent? I have an innate ability to eat while standing.

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LEARNING ENGLISH THROUGH CRAFT MAKING ANTHONY DAVIDSON, JUNIOR SCHOOL EAL TEACHER

or the young English language learners I work with, it is not simply a matter of an English lesson with a worksheet and IWB at the ready. It is also about collaboration, about speaking and listening in a creative, challenging context that supports these skills. An understanding of what Jim Cummins has established as the building blocks of language acquisition - Basic Interpersonal Communication Skills - has led me to believe that language development through craft making, often using recyclable materials, is an effective way to promote learning. Three students in Grade 2 at different stages of English language acquisition were given the same materials - egg cartons, pipe cleaners, paint - and given the opportunity to create something. The only teaching directive was that it should have some connection with the sea. This would link it to a book we were reading. As you can see the results were colorful and imaginatively designed. Crucially too, the language used, the phrases modelled and the Q and A aspects involved, all supported language learning in a less academic but no less effective way. It was fun too.

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THE TUSKAN TIMES BERNARDO PETOCHI (‘22), KATHERINE DICK (‘23), AND EDOARDO CARIATI (‘21)

What is your role on The Tuskan Times?

What do you hope readers get from reading the Tuskan TImes?

Bernardo Petochi: Editor-in-Chief

BP: That they may learn something interesting, are sometimes amused, and hopefully enjoy the content. Learn about current and local events from the unique perspectives of our fantastic students here at ISF.

Katherine Dick: Assistant Editor-in-Chief Edoardo Cariati: Journalist and Web Designer

KD: I hope readers finish an issue and learn something. As long as they learned one thing, we have done our job.

What do you think makes an article interesting to readers??

EC: A breeze of ISF spirit and a the fresh point of view of young inspired writers.

BP: That it covers a topic in an original, critical, and thought-provoking manner. KD: First of all, if an article is well-written, I believe readers will automatically be more interested than if the piece is not. Other than that, we try to provide a variety of articles because we know that not everyone will be interested in every single article. I personally like to read opinion pieces because someone could have a similar or completely opposite opinion than yours, it’s always fun to see.

What are the skills you need in your role at Tuskan TImes? BP: Above all, the ability to work as part of a team. Furthermore, it’s important to be able to coordinate the diverse group of people that work in the paper. Critical thinking, and of course the capacity to write and edit, are also essential skills that are needed to maintain the high standards of our paper.

EC: Talking about new and interesting topics and appealing to the reader’s emotions. 32

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KD: It is very important that we are organized so to keep the system working. While editing, we must be confident in our grammar and punctuation. Another main skill is communication. Without communicating to each other, the writers, the artists, the layout team, and Mr. Pitonzo, the newspaper wouldn’t exist.

KD: Bernardo and I talk constantly and keep each other updated. We have a structure of when we meet with the writers and a schedule for when certain parts of the process must be finished. EC: School comes first. Then I always make sure to grow my hobbies and add a spice of sports to each day!

EC: You don’t need to be a great writer at first, you will improve. Be creative and come up with interesting and original ideas I think is key.

What’s your favorite moment from your time working with the Tuskan Times team? BP: When we meet during lunch, the whole team gathered in a classroom, and discuss article ideas. It’s always stimulating and fun to discuss current events and bounce ideas back and forth on potential articles.

Tell me how you organize, plan, and prioritize your work. BP: Katherine Dick and I meet regularly to determine the coming schedule and to keep track of all the necessary steps for the edition to be published. As a group, we work with the entire team of the paper to come up with innovative and thought-provoking issues and topics in regards to the world around us. From the latest take on the new COVID vaccine, to the ISF Grammys, each member is deeply involved and committed to the topic that they are writing about. Lately, I’ve also been meeting with Edoardo Cariati, who has been working tirelessly on the new Tuscan Times website - which is fantastic!

KD: My favorite moment from working with the Tuskan Times team is when I was a writer last year and my first article was published. I remember being so proud that my words were being read all over the school. EC: Getting to convey the newspaper’s true values and vision through its website.

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THE EARTH IN 50 YEARS GIOVANNI LEBOLE (‘22)

As part of our “Sharing the Planet” theme in the English B HL class, students were asked to imagine the Earth in 50 years’ time, and to think about what kind of world they would like their children to inherit, taking into consideration what environmental problems they will face and how they might be overcome.

What will it look like in 50 years? Emilio Salgari wrote the first Italian science fiction novel, in 1907. It was to my knowledge the most accurate guessing in our history. He managed to predict the invention of screens almost forty years before their diffusion and beyond many other things. He predicted that weapons of mass-destruction would become so powerful that most major conflicts (and the great war he also predicted) would end, a fact that many people today still don’t get. But he was also one of the first people to think that the benefits of globalization would have powerful side effects, with the extinction of most species and cultures and fatal pollution caused by the energetic greed of humans. Although ‘Il Duemila’ mentioned the main side effects to possibly scare young readers, he guessed his problematics quite well and they are all now in our agendas marked as a “solve later”.

MAGAZINE

During our history, we first found energy in wood and destroyed the vast majority of forest land around us. Then we discovered whale oil and nearly extinguished them, now we are using coal and oil in a visibly unsustainable way. In fifty years, one of the most predictable results will be the drop of unsustainable resources, first the coal then the oil, causing an increase of natural gases and hydrogen as energy. Tropical forest rivers will have an increase in exploitation as an energetic resource. One of the main topics of research will be in the transportation of energy. Maybe energetically sustainable locations will transport energy in the form of chemical energy, charging energy with reactions in chemicals that will later be combusted; like photosynthesis builds glucose using energy, then cell respiration does the opposite reaction releasing energy. Almost surely, the loss of all non-protected biodiverse habitats will extinguish many of the existing species, 50% of all known living species is endemic to a jungle, and literally eight million hectares of rainforest only are lost each year, and this number exponentially increases due majorly to semi-tyrannies of Brazil, all south Asia and Congo (Russia & Canada play the major role in the world’s forest loss) (fao.un). The intentional and accidental introduction of invasive species will continue to cause local environmental crises all over the world. Hopefully, the increase in healthcare will diminish fatality in poor countries as it has done in the most developed states, ending overpopulation.

Following the historical trend, the political hemisphere will shift left; as factors such as minimum wage & working conditions, maternity, women’s and minority’s rights, divorce and LGBT marriage and adoption, etc... were once considered extreme left and are now normal. Probably in fifty years, more ‘left’ opinions will be considered normal like increasing taxes to higher wages and more state services like education, transportation, health care, housing, etc… Probably most religions will disappear or diminish and possibly religious education in youth will be considered unethical. Globalization will have many other effects like the loss of local languages to substitute English. And the loss of many customs and traditions will always incite conservators to slow down progress and the destruction of barriers of politico-economic, linguistic, and cultural barriers around the world. As a quick explicit allusion to the exclusion of minorities, I hope that soon, terms used to offend entities, races, gender & preferences, or religion, will not be banned or tabooed, but will instead not have any offensive meaning because of a more inclusive society, just as if I were to offend someone using the word women, it won’t make sense. Censure and fear don’t stop the spread of hatred, the pure reason we feel the need to offend, does.

Other more political factors will be the birth of both states and federations, independent movements have created many states (South Sudan, East Timor, Kosovo, all SU countries & eastern Europe) and the UN prevents the absolution of them through war. But federations will increase due to the globalization of economy, culture and because the progression of education will slowly diminish nationalism and patriotism, being the fruit of a poor and biased education. I also predict that the existing federation’s influence over citizens will grow stronger than its individual states, as is happening in the EU.

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GRADE 5, LEADING THE WAY Grade 5’s Unit of Inquiry last term was, ‘Motivated people can add meaning to a shared future through purposeful and sustainable action.’

hrough this unit the students explored the meaning of direct and indirect service, advocacy and research.

What skills did you learn in this unit? How to sustain a charity (Giancarlo) Reveal an important thing you learned and explain why?

At the ‘tuning in’ stage of the inquiry the students interviewed Nancy Bailey (a member of the ISF community who has dedicated years to Service Learning) and the founders of the Bandari Project in Tanzania. From these sessions the students set about ways that they could positively impact the lives of others. The students learnt that by collaborating we can achieve so much more. The students connected with charities overseas, small and large companies and other international schools. They worked tirelessly throughout this unit.

I learned that it’s really important not to just think about yourself and to be grateful for all the things I have because there are kids in Africa wishing they had a meal to eat and that’s also why it’s important to go and volunteer. (James) An important thing I learned is that everyone needs other people and other people need you and you need someone else… I think it’s important because in a way we are all connected. (Viola) What has this unit got to do with your life?

STUDENT RELFECTIONS

It has to do with how much I care more about the world now. (Lily)

What was your most favourite moment?

What did this help you to understand?

When we helped the Bandari school the thing I most enjoyed was the smiles on their faces (Theiz)

That we can help many people, to do good for them, directly, indirectly, send messages to people, speak out for people (Jacopo)

How will this learning make a difference to you?

By giving, everyone’s happiness will grow. (Alexey)

This learning made a difference in my mind that you don’t need to do everything for money and that there are people willing to help others for free. (Emma)

If you help others you help yourself (Margherita) Spread love everywhere you go (Aurora)

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If you think you are too small to make a difference, try sleeping with a mosquito. - AFRICAN PROVERB

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SHOE DRIVES

CHILD SPONSOR

Aim: To provide school shoes for the students at Bandari School in Tanzania

Aim: To sponsor a child through their entire school life.

How: Grade 5 students connected with international schools in Tanzania asking their students to hold shoe drives

How: Christmas raffle funds and home made christmas gift sale. Result: We have paid for the Rhama’s* school fees, uniform and meals for a year at the Bandari Project School.

Result: Over 200 pairs of shoes collected and distributed to Bandari students. Grade 5 are continuing this work by collaborating with Braeburn School in Tanzania to do another shoe drive in April.

*Rahma is a 5 year old Muslim girl and is the eldest of three. She lives with her mother as the father left the family to fend for themselves. They had no house to live in so a lady is allowing them all to sleep in a storage room that has a dirt floor and no furniture. Rahma’s mother also cares for her eldery mother who had a stroke a year ago and she cleans the house storage shed owner in return for allowing her to stay.

TOOTHBRUSHES Aim: To provide toothbrushes and toothpaste for Bandari students How: Contacted companies asking for donations which never eventuated. Result: Purchased toothbrushes and toothpaste in Arusha, Tanzania with Christmas raffle money. Continuing to contact more toothbrush companies.

BOOK DRIVE Aim: To provide reading books for students at the Kerr Sanyang Basic School in Gambia. The school lost the very little that they had in a flood last year. How: With the ISF school librarian, sort through ISF books which are no longer needed to donate to the school in Gambia. Result: Books are all boxed up and we are trying to figure the most cost effective way to get them to Gambia.

PEN PALS Aim: To communicate with students from different culture backgrounds and build empathy and mutual concern. How: All Grade 5 students wrote letters to students at Kerr Sanyang Basic School in Gambia. Result: A pen pal system set up betweenboth schools. We are waiting to receive letters back from Gambia.

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MATHS TEACHER SPONSOR

MINDFULNESS MATERIALS

Aim: To provide the salary for a local Tanzania teacher to work alongside Gecko on the Move educational maths charity.

Aim: To provide Bandari School with mindfulness resources How: Students created eye pillows and essential oil dream sprays to sell at ISF as Grade 5 discovered many students were having nightmares.

How: ISF Junior School whole school maths day run by Grade 5 students. Games and activities planned and run by students. Students paid to dress up, play maths games and guess the number of objects in a jar.

Result: Using the money from the pillows and sprays sales, students purchased breathing balls and tone bars for Bandari School. ISF students also created gratitude rocks for each class.

Result: 3 months salary for a local teacher who will not only support in the Bandari School but also train teachers in other local schools using maths manipulatives. Gecko on the Move and ISF connected with two international schools in Arusha, Tanzania who have agreed for the local teacher to have training every Friday in their school.

MATHS RESOURCES Aim: To provide Grade 4 atbanadri with resources to teach ‘Time’ How: Using Christmas raffle money we purchased time materials

UNDIES

Result: Wall clocks and batteries purchased for each class. Bought locally in Tanzania. ‘Time’ flip chat resource chart purchased through Edx Education.

Aim: To provide underwear to the students at Bandari School who have none as they cannot afford it. How: Contacted various underwear charities in different countries.

Gecko on the Move is a small charity founded by ISF’s Grade 5 teacher, Celi Harper. The charity’s vision is for students and teachers to connect, discover and create through mathematics. They achieve this by improving the quality of maths learning of young children in resource constrained schools and communities through teacher training and the use of manipulatives. If you are interested in volunteering, connect with Celi at the Junior school or email Gecko on the Move at info@ geckoonthemove.org

Result: Smalls for All agreed to provide the underwear if we paid the shipping. We also bought extra underwear with some of our Christmas raffle money.

EARLY YEARS RESOURCES Aim: To provide Early Years resources and manipulatives to students at the Bandari School How: Contacted Edx Education to ask for materials at cost. ISF Students selected materials from Edx Education catalogue and placed an order. Money raised through Go Fund Me Result: Materials sent to Bandari School and storage shelves were made locally to store equipment in. EdxEducation covered DHL shipping costs and we paid net price for the materials. Many happy children now have materials to play with.

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SELINA MARTON - Subconscious Racism LOUISE GUTBROD - Impact Investing SASHA WILCOX - Cyber-bullying GIUSEPPINA LÓPEZ - Sign language THOMAS ACCATTATIS - Humanity's Historical Connection to the Stars STAMATIOS BALTOS - Mental and Physical Health DAFNE CASAGLIA - Woman's Rights GIACOMO MARLAZZI - Social media and Disconnectivity COCO FERRARI ROSS - Body Image SALIMA QURESHI - The Art of Listening AMANDA KORSELL BROWN - The Value of Words TÉA MIJATOVIĆ - Technology Force ROSHI NEPAL - Energy Consumption ANISSIA YASTRZHEMBSKIY - Women's Rights NICOLA MIDDLETON - Humanity Needs Relationship ALLEGRA DIFLORIO - Social Media and the Mental Health of Middle Schoolers ALISIYA ERMOLENKO - How We See Others VICTORIA MAGHERINI - Importance of Knowing Other People's Stories MARKO MIJATOVIĆ - Humanitarianism Before the Renaissance TAMARA PRONINA - Our Elderly DEVAKI MENON - The Pandemic’s Positive Impact LIAM BARBIERI - How Students Across the Globe Have Been Affected by COVID-19 ANTHONY LAMANTEER - The Importance of Having A Healthy Relationship With Your Siblings RAYA GUPTA - Climate Change NICOLÒ PETROCCHI - Internet and Human Interaction RAPHAEL MARCIANO - The End of Work SOFIA BARBIERI - Screen Time From A Child's Point of View FRIDA MASIA - LGBTQ+ Community and Rights MUSKAN BÖNINGER - Adoption - Finding Families LILIANA HALMAI - Implanted Notions That Cause Prejudice EVALIN GOULDER - Technology Will Bridge the Educational Gap

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Design by Edoardo Cariati

CLASS OF 2021

ISF Newsletter February 2021

Articles inside

Grade 5: Leading The Way, Celi Harper

The Earth In 50 Years, Giovanni Lebole

The Tuskan Times, Bernardo Petochi, Katherine Dick, Edoardo Cariati

Learning English Through Crafts, Anthony Davidson

Onan Family Foundation Library, Julio Puente Garcia

A Community of Creative Makers and Doers, Erin Hoover, Vanessa Regnier, Rebecca Bartolotti

The Language of Creativity, Claire Angeletti

IBDP Visual Arts, Andi Nufer

Update from College Counselor, James Lee

Our Board of Directors

The School Connecting My Family, Mark DiFlorio

in this issue