THE INTERNATIONAL SCHOOL OF FLORENCE NEWSLETTER , January 2025
Editor-in-Chief
Tanya Bruckner
Assistant Editor
Sue Yiannakis
Design and Layout
Tess Hitchcock
Cover Photo
David Glauso
Printer
Tipografia Color Print
ISF alumni, families, faculty, and friends are welcomed and encouraged to submit ideas and articles for consideration.
Inquiries may be addressed to t.bruckner@isfitaly.org. www.isfitaly.org
Introducing Digital Design, Yasemin Yalcinkaya & Clare Kelly
Florentine Enrichment Program, Esther Millenaar
FROM THE HEAD OF SCHOOL
SHARYN BADDELEY
ACCREDITATION AND DEFINING HIGH-QUALITY LEARNING AT ISF
At ISF, we take immense pride in being a school accredited by three prestigious organisations: the Council of International Schools (CIS), the Middle States Association (MSA), and the International Baccalaureate (IB). These accreditations signify our unwavering commitment to excellence in education and ensure we meet globally recognised standards of quality teaching and learning.
WHY ACCREDITATION MATTERS
Being CIS, MSA, and IB accredited reflects the high quality of education we provide. These accreditations are not just badges of honour; they represent a rigorous process of selfreflection, external evaluation, and continuous improvement. Schools must meet comprehensive standards that encompass governance, leadership, curriculum, teaching and learning practices, and student well-being. This assures our community that ISF delivers an education rooted in best practices and fosters an environment that promotes innovation, inclusion, and excellence.
The IB accreditation, in particular, underscores our commitment to nurturing internationally minded students who embody the IB Learner Profile attributes—thinkers, inquirers, communicators, and risk-takers who demonstrate empathy and responsibility. These accreditations collectively validate our mission to provide a transformative educational experience that prepares students for a dynamic and interconnected world.
DEFINING HIGH-QUALITY LEARNING AT ISF
Over the past year, ISF has embarked on an inspiring journey to refine and articulate what high-quality learning means within our community. This process has involved extensive collaboration among our staff, who have shared their insights and ideas to answer the pivotal question: What does highquality learning look like at ISF? These discussions have been grounded in the school’s mission, vision, and values, as well as the IB Learner Profile attributes. A task force has been working to synthesize these contributions into a comprehensive definition of high-quality learning that reflects ISF’s unique identity and aspirations. While significant progress has been made, there is still important work ahead to reach a shared agreement across the whole staff. This ongoing collaboration ensures that the final definition will be one that resonates with and represents our entire school community.
A SHARED COMMITMENT
This evolving process highlights ISF’s dedication to fostering a culture of continuous reflection and improvement. By working together to define high-quality learning, we ensure that our classrooms reflect the same commitment to excellence, creativity, and meaningful engagement. As we continue this journey, we remain guided by our mission to prepare students to become global citizens who embrace challenges, pursue lifelong learning, and make meaningful contributions to the world.
At ISF, accreditation and our shared vision for high-quality learning are not just aspirations—they are the benchmarks of the exceptional education we provide every day.
WELCOME BACK!
MORGAN FIUMI, CHAIRMAN OF THE BOARD OF DIRECTORS
Strengthening Our Community with Opportunity and Inclusivity
I recently returned from Los Angeles, where I witnessed firsthand the devastation caused by the wildfires that have ravaged large parts of the city. Though my family’s home was under mandatory evacuation, we were fortunate that it remained unharmed. However, my children’s former schools were destroyed, and too many of their friends lost their homes. In the face of such tragic and unimaginable loss, what touched me most was the way the community came together. Volunteers quickly organized fundraising campaigns, donation drives, and food trucks provided free hot meals. It was an unusual feeling in such a big city to witness such camaraderie and care for those in need. This outpouring of support, generosity, and solidarity reminded me of how fortunate we are to have such a tight-knit community at ISF.
While the Board’s primary focus is on the school’s long-term vision, financial well-being, and governance, we are equally committed to fostering a strong and connected community where everyone feels valued, engaged, and inspired.
At ISF, our community thrives through the effort and commitment of parents, teachers, staff, and students who share a vision of support, inclusivity, cooperation, and respect. Beyond the classroom, events such as Parent Engagement sessions, the Celebration of Chinese New Year, the Bazaar, International Day, Community Service Day, and Field Day, along with student-led initiatives like FloMUN, just to name a few, create meaningful opportunities for participation and deepen our shared experience. We deeply appreciate the active involvement of our community members, whose contributions enrich ISF’s culture.
Our sense of community extends beyond our campus and into the broader Florentine community. In this spirit, I am thrilled to announce the launch of a new scholarship program. This initiative allows us to give back while strengthening the diversity and dynamism of our learning environment. Through this program, we aim to open ISF’s doors to students who might not otherwise have access to our school and the unique opportunities it offers. These scholarships are designed to attract Grade 9 students with strong academic records, a high level of English proficiency, a proven aptitude for learning, and the potential to make a positive impact at ISF.
I can personally attest to how transformative such an opportunity can be. In my youth, I was the fortunate recipient of a scholarship, a truly life-changing opportunity, without which I wouldn’t be here today.
The ISF Scholarship Fund and initiative has been made possible through the generosity of families who have donated to expand opportunities for students. Their support enables us to extend ISF’s mission to even more children, fostering a community that thrives on shared values of learning and global citizenship. By providing access to an ISF education for students from diverse backgrounds, we are not only transforming individual lives but also enriching our own community through greater inclusivity and deliberate participation.
On behalf of all of ISF, I want to express my deepest gratitude to the families who have made this possible. Your generosity is more than a gift, it is an investment in our youth and their future, opening doors for the next generation of global citizens who will carry these opportunities forward. Thank you for leading by example.
I would also like to thank our Head of School, Sharyn Baddeley, Tanya Bruckner and the marketing team, as well as the Board members who have contributed to the rollout of this exciting initiative. A special thank you also to Alessandro Bocciero, Ylenia De Rossi, and Massimo Boscherini for their assistance with the Italian translation.
As we embark on the second half of the year, I encourage everyone to actively participate in our school and community events. Your engagement matters, and its impact strengthens ISF for all of us.
With thanks,
Morgan Fiumi Chairman of the Board
PARENT ENGAGEMENT PROGRAM
REBECCA OLIVER, SCHOOL COMMUNITY ENGAGEMENT FACILITATOR
This year brought the launch of a comprehensive ISF Parent Engagement Program (PEP). This program is dedicated to promoting a strong, connected community that increases family involvement. Recognising the vital role parents and caregivers play in their children’s education, the PEP aims to strengthen learning outcomes by actively involving families in the educational journey.
Through this program, parents gain deeper insights into the ISF approach to education and the principles of the IB Learner Profile. By improving communication and collaboration, the PEP ensures that families are empowered to understand the strategies used in the classroom and support their children’s educational experiences.
The PEP offers a range of workshops and presentations that engage parents in meaningful ways. Some examples of sessions offered this year include:
• Assessments: Led by special guest Trevor MacKenzie, this session gave parents insights into inquiry-based learning and assessment practices with an emphasis on student empowerment.
• Understanding the PYP: In this Junior School workshop, participants explored essential topics such as the significance of inquiry in education, the structure of the PYP, the Programme of Inquiry and holistic child development.
• A Window into WellBeing: This Upper School workshop gave parents an overview of the ISF Student Wellbeing curriculum and provided them with an opportunity to engage in relevant activities.
• Mathematics in the Italian Program: This Upper School session addressed the unique approach to teaching math within the Italian curriculum and offered parents insights into the teaching of key concepts in mathematics and how students are supported.
• Blended Learning: This Junior School session supplied insights into the way the JS is using the IXL and Lexia Learning Programs to enhance student education and combine learning methods. Taking place in December, it also provided parents with tools to support learning during the holidays.
• Multi-Tiered Systems of Support: This Junior School session focused on the tiered system of support that ISF implements to help all students reach their full potential academically, socially and behaviorally.
When possible, parents are invited to actively participate in hands-on activities that engage and demonstrate the ISF approach to teaching. These interactive experiences allow families to better understand and apply educational methods that support their children’s growth.
Parent feedback is a crucial part of the program’s success. After each session, a survey is provided to gather important insights about the experience. This feedback helps us to evaluate the effectiveness of the sessions and guides the planning of future workshops. We also welcome ideas and suggestions to ensure that PEP offerings continue to meet the current needs of our community. By participating in these sessions, sharing input, and contributing ideas, families can strengthen their role in the learning process and support their children’s success both at school and beyond. Together, we build a stronger foundation for student growth and achievement.
DUKE OF EDINBURGH
BRUCE BADDELEY, DUKE OF EDINBURGH COORDINATOR
ISF became an Award Center for The Duke of Edinburgh’s International Award at the commencement of the 23/24 school year. The Award, available for all Grade 9 and 10 students, is currently being undertaken in 120 countries. Through the programme, each young person becomes part of something special while developing their individual interests, universal skills and life ambitions.
The Duke of Edinburgh Award occurs at three progressive levels commencing with the Bronze Level. With the successful completion of the Bronze Level participants can then undertake the Silver, then Gold Duke of Edinburgh Award.
There are four sections that must be completed at each level that provide a balanced programme of personal development and challenge. At each level, participants must commit to completing a minimum period of participation for each of the sections, encouraging commitment and resilience, whilst also developing positive habits for the future.
The four sections are:
• Volunteering: Undertaking service to individuals or the community.
• Physical: Improving in an area of sport, dance or fitness activities.
• Skills: Developing practical and social skills and personal interests.
• Expedition: Planning, training for, and completion of an Adventurous Journey nationally or abroad.
It is wonderful to recognise and celebrate the achievement of Sophie Martin (Grade 10). ISF’s first ever recipient of the Duke of Edinburgh International Bronze Award.
“Completing the Duke of Edinburgh Award was an adventure of not only personal growth but of resilience and discovery. The Adventurous Journey (Two Day Hike) provided me a chance to work collaboratively with my team and make unforgettable memories. Completing this Award has made me feel accomplished within myself and with my team and I’m forever grateful for this experience.”
- Sophie Martin
In breaking news: It is wonderful to share that the following students have also now been officially recognised by the Duke of Edinburgh for completing their Bronze Awards.
Congratulations to Lucas Navarro, Luisa Eldridge, Valentina Marin, Ilaria Weng, Eliot Richards, Bruno Ballarini, Anna Vicari.
ISF wishes our current small cohort, all the very best with their Duke of Edinburgh Bronze Award endeavours this year too.
Bottom Photo, from left to right: Mr Baddeley, Luisa Eldridge, Lucas Navarro, Bruno Ballarini, Eliot Richards, Sophie Martin, Ilaria Weng (Absent: Valentina Marin, Anna Vicari)
CANTABILE: 3-YEAR JOURNEY
The ISF Choir has just completed a remarkable three-year journey, one that brought the life and music of Wolfgang Amadeus Mozart vividly to life for our students. This odyssey began in 2022 when they visited Salzburg, the birthplace of Mozart, where the choir immersed themselves in the rich musical heritage of the city. Highlights included visiting landmarks associated with Mozart’s early life, exploring the iconic filming locations of “The Sound of Music,” and performing in the same church where the movie’s wedding scene was filmed. The experience was both enriching and inspiring, connecting our young musicians to one of the greatest composers of all time in a deeply personal and memorable way.
In the following year, 2023, the journey took the choir south to Naples, where they were honored to participate in a performance of Mozart’s “The Magic Flute” at Teatro San Carlo. As the world’s oldest continuously operating theater, Teatro San Carlo offered our students a chance to witness history and art intersect in a breathtaking setting. The grandeur of the venue and the opportunity to share their voices in such a storied space left an indelible mark on everyone involved. Finally, in 2024 the journey concluded in Vienna, a city synonymous with Mozart’s legacy. Here, the choir had the unparalleled honor of singing alongside the world-renowned Vienna Boys Choir. This extraordinary collaboration was not only a celebration of Mozart’s music but also a testament to the universal language of song and the deep connections it fosters.
As we close the chapter on Mozart, we are thrilled to announce the beginning of a new three-year adventure, But it is precisely Mozart who “indicates” us to explore Prague. Prague and Mozart are intrinsically linked. This famous composer lived for some time in Prague. He composed and directed several of his works here.There is no question that the Praguers of the late
eighteenth century exhibited a special appreciation for the music of Wolfgang Amadeus Mozart. His opera Don Giovanni was first performed in Prague.
The new ISF Cantabile project will follow the life and music of the celebrated Czech composer Antonín Dvořák. Our 2025 journey begins in Prague, known as “The City of Music,” where Dvořák’s genius first took root. The choir will explore the composer’s birthplace and the museum dedicated to his life and work, gaining insight into the cultural and historical influences that shaped his music. They will also perform in a renowned church where Dvořák himself once played, creating a connection to his legacy in a profound and meaningful way. Beyond these activities, the students will discover why Prague’s musical heritage continues to captivate and inspire people from around the world.
In 2026, the second year of this journey, the choir will travel to London, a city where Dvořák sought to expand his horizons both personally and professionally. London’s vibrant musical scene provided a platform for his compositions to reach new audiences, and our students will retrace his steps, performing in venues that echo with the history of his work. Finally, in 2027 we hope to culminate with an extraordinary trip to New York City, where Dvořák served as the director of the National Conservatory of Music. It was during his time in New York that he championed diversity by opening the conservatory’s doors to women and people of color—a legacy of inclusion that resonates profoundly today. Our students will not only celebrate Dvořák’s contributions to music but also his vision for a better, more equitable world.
At the International School of Florence, we believe in providing our students with experiences that transcend the
FRANCO PERROTTA & TANJA KUSTRIN
classroom. These musical journeys are more than trips—they are opportunities to connect with history, culture, and the transformative power of the arts. We are proud to offer programs that nurture talent, inspire curiosity, and create lifelong memories. The ISF Choir’s new adventure promises to be an unforgettable exploration of music, history, and humanity, and we look forward to sharing it with our community every step of the way.
INTRODUCING DIGITAL DESIGN
YASEMIN YALCINKAYA, DIRECTOR OF IT & CLARE KELLY, VICE PRINCIPAL OF LEARNING
Igniting Young Minds: Introducing Digital Design at ISF
In today’s rapidly evolving digital world, fostering creativity and critical thinking through digital design is paramount. At ISF, we believe in cultivating growth through a meaningful and inspiring learning experience that aligns with our mission to be a “laboratory for learning” where we collaborate to add meaning to a shared future. To this end, we are thrilled to introduce our new Middle Years Program (MYP) Digital Design course, launched in September 2024 for students in grades 6-8.
This innovative course is designed to nurture the “makers and doers” we strive to cultivate, fostering a deep understanding of digital tools and empowering students with the skills to express themselves creatively and solve real-world problems.
A Journey of Discovery: The Digital Design curriculum is a dynamic blend of theory and practice, exploring various facets of digital expression, including:
• Digital Communication Design: Students learn to craft compelling visual messages, from eye-catching posters and engaging videos to captivating animations and impactful magazine covers. This unit seamlessly integrates with Language Arts and Visual Arts, encouraging students to communicate effectively and artistically.
• Digital Interface Design: Students delve into the world of user interfaces (UIs), focusing on creating userfriendly and visually appealing designs for websites, apps, and other digital platforms. They explore concepts like usability, accessibility, and aesthetics, and learn to create interactive prototypes for infographics,
images for websites, and other digital platforms, and even interactive stories. They connect with subjects like Science and Individuals and Society to understand the impact of technology on our lives.
• Web Design: This unit introduces students to the exciting world of web development, teaching them to build simple yet functional websites. They learn about web accessibility, online safety, and the importance of responsible digital citizenship, connecting to the broader learning areas of Individuals and Societies and Visual Arts.
• Digital Game Design: Students unleash their imaginations by learning the principles of game design, from game mechanics and storytelling to level design. They create simple games using specialized software, integrating their learning with Mathematics, Science, and Languages, fostering problem-solving, critical thinking, and teamwork.
A Personalized Learning Experience: The curriculum is thoughtfully designed to cater to the unique learning styles and developmental needs of each grade level:
• Grade 6: Focuses on building a strong foundation, introducing fundamental design principles and simple project applications.
• Grade 7: Builds upon foundational skills, introducing more sophisticated design tools and incorporating more challenging project briefs.
• Grade 8: Emphasizes advanced design concepts,
encouraging independent research, critical thinking, and the development of more sophisticated digital products, preparing them for the rigors of their Grade 10 Personal Projects.
Developing the Learner Profile: Through engaging projects, students develop key attributes of the IB Learner Profile, such as:
• Inquirers: They actively seek and construct knowledge, exploring diverse perspectives and developing research skills.
• Knowledgeable: They explore concepts, ideas, and issues, acquiring in-depth knowledge and developing international-mindedness.
• Thinkers: They critically analyze information and develop creative and innovative solutions.
• Communicators: They effectively communicate ideas and information in multiple ways.
• Risk-takers: They approach unfamiliar situations and challenges with courage and perseverance.
Student Success Stories: In the first trimester, Grade 6 students demonstrated their creativity and understanding of visual communication by designing captivating digital magazine covers that celebrated their national identities.
Grade 7 students showcased their persuasive skills by transforming written pitches into engaging video presentations. They explored various video creation techniques, from simple Google Slides presentations to more complex productions featuring original acting and editing. These projects demonstrated a high level of creativity, technical proficiency, and individual agency.
Grade 8 students tackled the challenge of captivating today’s tech-savvy youth with the magic of reading. They created compelling book trailers, employing a range of creative tools and technologies. Some students even utilized AI for voiceovers and sophisticated software like Procreate for creating stunning visuals, showcasing their innovative thinking and technical skills.
Preparing for the Future: The Digital Design course provides students with valuable skills that are transferable across the curriculum and beyond. By fostering creativity, critical thinking, and digital literacy, we empower students to become confident and responsible digital citizens, ready to thrive in an increasingly interconnected world.
JS LANGUAGE COUNCIL
KELLY KERR, EAL
The Language Council started two years ago because many students were curious about language and how it works. Unfortunately, we didn’t have enough time during class to explore and discuss their languages and the languages around the world. Therefore, we decided to have lunch together once a week to chat about languages. This quickly escalated into a language council composed of students, teachers, and sometimes parents, with the goal of supporting multilingualism, promoting language awareness, encouraging creative expression, and celebrating multicultural events! They are an ambitious group and have many ideas for the future!
These are some of the previous projects:
(1) Bilingual Read Alouds with Parents
(2) Language Buttons at the Fun Fall Fitness Festival
(3) A Language Competition for Grades 2-5
Each classroom had to choose a language out of a hat, then research it, and make a poster to put in the mensa so “students can read them and learn while they wait in line for their food.”
(4) An Easter Language Scavenger Hunt for Early Years Students
(5) A Day in the Life of an ISF Student - A multilingual online book for incoming students
(6) A Multilingual Poetry Contest
The poems will be made into a book for the community unit at the beginning of each year. The theme of the contest was Language is my Superpower.
(7) The council created the first ever JS Multilingual Playlist. Spotify Link is here, and the Apple Store link is here (thank you Connor Deardon!).
(8) They are currently creating videos and posters for Chinese New Year and Carnevale.
“Language council is important because you can explore how different people express themselves.” - Miranda Zhan Grade 5
“I really like the Language Council because it allows us to learn about other places, cultures, languages, food, and all of that. I’m excited because I get to edit the Chinese New Year video that’s coming up and it will be shown to the school on Chinese New Year.” - Sasha Andreichev-Masrani Grade 4
Grade 4: Vera Qiu, Colin Yang, Wendy Yang, Kimberly Jin, Mark Nazarov, Damon Liu, Antonio Mazzetti d’Albertis, Zavareh Bajaj, Lina Conkle, Pietro Oggioni, Jonas Biagiotti, Sasha AndreichevMarsani
Grade 5: Coco Yu, Miranda Zhan, Phinn Hickler, Javin Wu, Louis Besancon, Antonella Pachon Cerquera, Celine Jiang, Indiana Bennett-Pearce,Viviana Dai, Sofia Murgatroyd, Silvia Hyzer, April Wood (not shown), Lizzy Rodolico Jeanes (not shown)
ISF CROSS COUNTRY COMMUNITY EVENT 2025
TOBY DEAN, PHYSICAL EDUCATION
On 28 February, both the Upper school and the Junior school will host the 2nd ISF Cross Country Community Event. Following on from the success of last year’s event, we are planning for even bigger and better this year.
The purpose of this event is to bring our whole ISF community together to enhance our relationships, give students another opportunity to compete in ISF Colour Teams, develop fitness, and build character.
Cross Country running originated in the late 19th Century in Europe, and was primarily used for conditioning members of team sports over the winter months. It soon gained popularity and in the early 20th century international cross country competitions began, leading eventually to it becoming a regular Olympic discipline.
So what is a Cross Country Event? Well it can be both an individual and team event that is typically run on either grass, through woodland and can include gravel paths, roads and hilly sections. A cross country event usually takes place in the winter months outside of the track and field season. The recommended length of the course is from 1800 to 2500 metres. We are fortunate that both the Junior School and Upper School have beautiful natural surroundings that epitomise perfect terrain for a Cross Country Event. In scoring, the places in which team members finish (e.g., one point for first place, two points for second) are added together, and the team with the lowest total wins.
There are many benefits of a Cross Country Event, physically, mentally and socially. For example, running on a soft surface, such as grass, reduces risk of overuse injuries and the uneven surface of running through woodland strengthens the feet and ankles. Cross country racing is a superb way to develop
determination, resilience and grit where the battle of the run is against yourself and the conditions, not just your rivals. Competing within a team, in this case the ISF School Colours, a Cross Country race provides a healthy competitive opportunity to run with teammates, friends and family and all within, and while connecting with, nature.
So what are you waiting for? The 28th February is just around the corner but there’s plenty of time to dust off your tracksuits, dig out your sneakers and come and embrace this community event. We encourage parents to come and join in the fun. Why not run with the students? After all, there are so many physical and mental benefits. Cheer, support and encourage the students as they make their way through the course. That extra 10% you could give them will be of great help.
FLORENTINE ENRICHMENT PROGRAM
ESTHER MILLENAAR, INDIVIDUALS & SOCIETIES
Internationally Minded, Uniquely Florentine
The Florentine Enrichment Program started out during the previous school year with a group of teachers willing to brainstorm on incorporating the city Florence and her surroundings in the curriculum. Field trips were always a component of learning outside of the classroom, and with the Upper School moving to the new program of MYP, this was a good opportunity to combine Florentine Studies with the MYP component of interdisciplinary learning.
ISF has many examples of different subjects working together on the same topic, and this school year interdisciplinary units (IDUs for short) are created. These units also include the trips to the beautiful sites Florence has to offer. Examples of IDUs in the making are Grade 6 going to the Innocenti Museum for their unit on Civilizations, and Grade 7 will be learning about the Renaissance in the city center and the Uffizi gallery.
ALUMNI HOLIDAY APERITIVO
SUE YIANNAKIS, ALUMNI OFFICER
On the evening of December 11, Bar Pertraca was filled with laughter and merriment as ISF alumni representing a wide range of years met for the Alumni Holiday Aperitivo. Bar Pertraca was the perfect venue for this reunion, and served a delicious selection of nibbles and drinks, which were enjoyed by all.
Our guests included, Robbie Pio and his wife, Morgan Fiumi, Rosalie Gallinaro, Kathy Gallinaro, Paul Cook and his wife, Martha Toomey, her husband and son, Joseph Donat Bolton, Tanya Maria Kempton, Eva Coppini Balli, Irene Ivanaj, Ginevra Niccolini, Maria Novella Uzielli, Judson Monroe, Alice Cini Falconi, Teresa Meoni, Andrea Poggi, Alessia Busoni, Cole McCarthy, Silvia Stein, Erin Webster, Leila Fiumi, and Marco Mazzei.
It was wonderful to see alumni from the 1970s meeting and conversing with alumni from the 2020s, and we received positive feedback from many of our guests:
“Thank you for a lovely event. It was great to see old friends and to meet new ones.”
“...this was nicely low key and really geared towards meeting other alumni from various decades who have not met one another before.”
During the course of the evening, we met our first Valedictorian, Martha Toomey, who was also one of the first Yearbook team, and learned of the antics of many of the other alumni who were present. We shared a video message from our famous Miss Brooks, who sang Jingle Bells, and wished everyone a Merry Christmas and a Happy New Year. Alessia Busoni popped in to greet everyone before dashing off to celebrate her 50th
birthday.
It was lovely to see alumni who had traveled from the USA and from all over Italy to celebrate with us. Everyone left with promises of, “See you at the next reunion.”
We wish our alumni a Happy, Healthy and Peaceful 2025, and look forward to seeing you whenever you are in Florence.
