The 10 Best International Schools In Italy 2020 by The Knowledge Review

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N O W L E DEducation. G E RInnovation. E V I Success EW

2020 | VOL. - 08 | ISSUE - 01

The 10 Best INTERNATIONAL Schools in

Italy 2020

LITTLE GENIUS INTERNATIONAL

EDITOR’S NOTE

A SHIFT FROM TEACHING CULTURE TO LEARNING CULTURE

he pandemic that is ravaging the globe has disrupted mostly everything and the fastest sector to adapt to this was the education industry. Today, kids are being compelled to open their laptops from home, classes are being conducted online, assignments and homework are being submitted and evaluated online and this could possibly be the start of a life-determining journey. The response to Corona Virus has taught us how technology is reforming both teaching and learning. Though the push for the change existed even before pandemic, it has now been accelerated. So, what will education look like post Covid-19? One thing is apparent that the children who will start schooling now will grow up to be leaders of a digital world and the world in return will continuously demand new skills, new ways of thinking and a cross-disciplinary knowledge of all domains. Hence, for children who will start going to school post the pandemic will need all social, emotional, academic and technological knowledge to thrive in life. In short, the conventional educational strategy (until the COVID-19 outbreak) of ‘Reading’, ‘Writing’ and ‘Arithmetic’ will have a new addition; ‘Rethink’. To achieve this, preschools, high schools, and any other level of educational institution will have to empower their students to learn by themselves in ﬂexible and collaborative ways both outside and inside classrooms. Students must also be encouraged to follow their interests and passions starting from an early age, familiarize with the competitive world and challenge themselves when needed. That being said, the teaching techniques will also need to undergo a change. Real-time data devices, AI, and the range of other innovative technical devices will reform the teacherstudent experience, classroom-experience and schools in whole.

This means that teachers will have access to individualized real;-time data on each student’s progression. It will also help teachers to plan a personalized lesson plan for their students. Furthermore, if these data based devices are to be installed in the school system, teachers will also be able to create ﬂexible learning spaces and environments that aid continuous learning. This helps us foresee that perhaps technology’s most direct impact will be emergence of people-driven or personalized learning. As mentioned above, datadriven information will help teachers to monitor the holistic growth of each student. Thus, while ensuring that students reach their academic goal, a personalized learning strategy will also ensure the character development, social and emotional development of each student.

Imagine a world where every child, has a passion for life long learning, is self educated and a critical thinker, and behind that student was a new age model teacher who is a learner (themselves) and even demonstrates the habits of mind that requires great learning! Having recognized this, teachers at many schools in Italy are moving beyond the 40-minute lecture and test-assessment learning structure rather recognizing their goal to expand every student’s potential. In this edition of, ‘The 10 Best International Schools of Italy 2020’ we have featured a few such schools that are backed by teachers who are adapting and innovating themselves. Featured on the cover of the issue is, Little Genius International School which functions on the central philosophy that; ‘the best innovation that inspires students is the teachers.’

Another development aligned with real data-driven and personalized teaching can also end the current cycle of tests and lessons. A test gives teachers a purview of the student’s performance but it becomes difﬁcult for them to adjust to their teaching and focus on students who scored comparatively less. However, measuring the real-time data will help teachers know where each of their students stand.

We have also featured; American School of Milan, Castelli International School, Udine International School, and Florence Institute Of Design International for adopting innovative and reformatory techniques to help students reach their highest potential.

As mentioned before, education will be transformed and made people-centric. However, for all of this to work, it is also important that the profession of teaching should be reformed too. Teaching will move away from just standing at the chalkboard and dictating words or giving surprise tests.

We would also like to list; Deledda International School, St. Louis School, Ambrit International School, Ambrit International School, Cabella International Sahaja School, and Southlands International School wherein teachers are making both teaching and learning joyful.

This new age data-driven teaching will cultivate model teacher learners; teachers who will learn along with students. Such teachers will understand that ‘know it all; is a failed attempt today and in order to help students lead the disrupted world they too will disrupt.

Also, do take a peek at some exclusive articles written by education experts and our in-house editorial team.

Teaching and leading by example will be the new norm. In order to make students understand the need to be lifelong learners, they themselves will walk the path of life-long self learning. Thus in future the ability of teachers to adapt and innovate will be crucial.

Happy Reading! T R

Crescent CU

Disclaimer: The Knowledge Review does not, to any extent - Legal or Commercial, claim that these are the only 10 Best International Schools in Italy. This aforementioned listing has been curated on the basis of The Knowledge Review's ranking parameters and we do not imply any notion of unethical or misleading advertisement.

Cover Story

Little Genius International Educating Students to Transform into Excellent Front Runners

Articles 26

ACTIVE LEARNING

ONLINE EDUCATION

QUALITY EDUCATION

Extracurricular Activities

Building Community in an Online Classroom

Teacher-Student Interactions is the key to Quality

INTERNATIONAL SCHOOL OF THE MONTH American School Of Milan

Ensuring Rigorous Education for Students to Excel in the Competitive World

Contents cxo

Castelli International School Transforming Students into the Leaders of Tomorrow

Florence Institute of Design International

Promoting a Progressive and Contemporary Understanding of Design

Educatorâ&#x20AC;&#x2122;s Column What are the Innovative Ways TO Encourage Active Learning?

Udine International School

A Place to Develop International Mindedness and Compassionate Local, National and Global Citizens

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LITTLE GENIUS INTERNATIONAL Educating Students to Transform into Excellent Front Runners

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ducation is the key to assisting students in embarking on the journey towards success. It nurtures them to think independently and make their own decisions. Encouraging innovation and team work, education transforms students into dedicated citizens and leaders of tomorrow. Students want to pursue their pedagogy from the best international schools, which will not only educate them and prepare them for a challenging future, but also train them to establish themselves as cornerstones of national and social development. One such distinguished educational institution introducing excellence and innovation in education is Little Genius International (LGI). The school lays emphasis on making learning eďŹ&#x20AC;ective and fun, useful, practical, and constantly evolving.

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Students undertake Cambridge International examinations and Italian national state exams yearly in both English Maths and Italian. It is an ecosystem designed to support the psychological, intellectual, and cultural development of children rather than just a simple educational system. The school’s curriculum is applied via the Inﬁnite child Evolution teaching methodology® that is designed to encourage the intellectual, social, and professionally grounded awareness of students. It intends to pursue sustainability and increase knowledge related to environmental, economic, social, and cultural standards. LGI’s architecture is eco-friendly as within an A+++ class bio-architectural building and its practice environmentally sustainable. It follows a digital approach to tradition and its preservation. The school continuously strives in areas such as R&D, Ethics and technology with current projects involving the development of educational block chain technologies. Plethora of Academic Activities Little Genius International aims at providing quality facilities, that are

child centered encouraging students to participate actively in academics. Nursery and elementary schools will soon be joined by lower and upper secondary cycles and a startup incubator for the alumni. LGI offers many extra-curricular activities including a very successful Fablab, Rockband; theatre; sports club; art and courses on Bon Ton; in addition to English (with a Cambridge examination option), Spanish, Chinese, Italian and French language individual or group lessons (for children and adults); music courses dedicated to the study of: pianoforte, violin, cello, drums, classic and electric guitar. The school also offers the option of a Saturday playgroup. It also offers the Saturday English course which storytelling, Other facilities include summer school: a multidisciplinary school in English with entertaining academic lessons, recreational activities and digital skills. Emphasis on Enhancing Learning Little Genius International is a microcosm of values, built together within the family context and the social

environment a child is living in. It emphasizes on looking not only after the children’s contemporary education, but is also concerned with building competencies in consideration of future opportunities, by fostering critical analysis, creative thinking, and the opportunity and freedom of choice and mind in encouraging decision making, responsibility and reﬂection on consequences of action. The school believes in augmented learning through the extension of the ability of elaboration of the human mind through distributed knowledge and enabling technologies. This, together with a position towards open mindedness leads to continuous stimulation towards critical analysis and creative thought processes and in instilling a habitual re-evaluation of what is considered to be the truth. Last but not least, Little Genius is the ﬁrst school in Italy to host a co-working space in the same building, which allows parents to work close to their children, saving costs, reducing travel time, and environmental footprint suspended temporarily due to COVID-19 measures.

Monitoring Students’ Academic Growth Little Genius International adopts an evaluation system that starts in the nursery school and extends throughout the entire educational cycle provided by the Cambridge International Examinations board , and the Italian state “Esame di idoneità”, seated within an educational curriculum modelled within the educational methodology Inﬁnite Child Evolution (ICE®) developed by the founders of the school and annually attracting increasing numbers of visitors from recognized educational institutional bodies, globally. Formally the school is engaged its students in partaking in the Italian INVALSI examinations holding the status of being the only participating international Primary school in Italy. In both 2014 and 2016, the students of Little Genius International were ranked above the national average score in these national Mathematics and Italian language exams. Aiding Students Financially Little Genius provides students not only with excellent educational

AN EMINENT PERSONALITY The school has achieved many goals under the dedicated leadership of Ruhma Yusuf Rinaldi, the Founder. She is driven by the zeal to develop an Italian educational reality wherein humanism technology, ethics, and a respect for the power of languages combine into educational excellence, a truly innovative educational ecosystem that LITTLE GENIUS now offers to other schools (https://www.icemethodology.com/?lang=en) to improve their academic, social and economic performance. Working daily with her associates on governance and management of activities across the institute and internationally to train teachers to adopt new educational methods, her passion remains in class teaching Ethics. facilities, but also offers financial assistance to families in supporting their children throughout their academic path. Various financial conveniences provided by the school include: Agreements; The school provides 15% off on education fee for the second and third child. It offers 10% off to children of people working in firms with which it has an agreement. Additionally, students can avail of 10% discount if they bring a friend to enroll. Exchange of Goods: The school has rediscovered the ancient form of exchange with barter. Goods, objects, services, even time can replace money. When a family has difficulty coping with school fees, but academic performance is not sufficient to guarantee scholarships, it may also require a multi-year agreement in which it formally proposes the exchange of goods or time, subject to formal and guaranteed agreement. Scholarships: The school also offers scholarships for merits and school performances to families with demonstrable income needs. Crediper: The school considers that tuition fee is also among the purchases included in consumer credit and therefore, it can be financed 100%.

This new unique financial product in Italy is proposed by Little Genius International exclusively, thanks to a cooperative Bank. The CREDIPER financial credit will be available to all families who need financial support and can apply for it to cover the school expenses of their children enrolled at Little Genius International. Noteworthy Milestones Little Genius has achieved many accolades throughout its glorious journey of imparting exceptional educational facilities. It is an official Cambridge International School, certified by the largest and most eminent provider of academic programs for 5 to 19 year old pupils. Little Genius International was the first school in Europe to be certified as a Benefit Corporation, reaching a record score 146.5/200. This record is still unbeaten and it has been recognized as an institution that stands out for its achievements in environmental and social sector. In the rating scale, the school has reached top level, platinum and gold in the GIIRS rating, winning five stars for the overall rating, as a result of global importance. The reasons for this prestigious achievement lie in the

excellent ability to recognize economic models aimed at solving social and environmental issues, in guaranteeing its users, be they customers or employees, beneďŹ ts under multiple levels and being the custodian of a management and of an innovative modus operandi. Little Genius achieved in 2020 a baseline score in the Sustainable Development Goals of 82.5%. Furthermore, it is a member of the Rome International Schools Association (RISA). Major Collaborations Little Genius always aims that students are provided with the best opportunities to thrive and excel in their respective careers. With this perspective, it regularly collaborates with many renowned academic institutions around the globe, from as far aďŹ eld as Canada, England, Germany, Korea, Turkey, and China. It also associates with other innovation driven national education systems. The school partnered with the University of Tor Vergata - Department of Economics and management in the creation of the new Masters degree course in Social Accounting Innovation and Sustainability (MARIS). Embracing Technological Advancements Little Genius has recently completed the ďŹ rst phase of an important research project that will introduce the usage of wearable technologies in classrooms. The students attending the school have

the opportunity to use a wearable device to experiment a new approach towards learning processes through digital devices, more natural and engaging. Remote controlled interactive boards and touch screens, 3D drawing, virtual painting, remote control of robots, and 3D printers are just some of the applications that will be made possible. This year, LGI has followed up the pilot project stepping up towards block chain driven education and proceeds to next aim towards monitoring of wellbeing parameters of students, concerning environmental and personal data (anonymously and with the aim of real time monitoring of well-being, basic for eﬃcacy in learning). Shaping Careers Team Little Genius opines that the labor market has a very high pace of change, and so do the professionalism, needs, and skills required by it. It focuses on implementing a prospective education through prototyping, robotics, microelectronics, semiotics, and drone piloting. This helps students to consolidate social and professional purpose of digital skills, for example, artisan skills, enhancing the manual work in technological terms. Little Genius, with its Education 4.0 – ecosystem implemented, thanks to the proprietary method called ICE® prepares students from the age of 3-4 years for a more intense learning of current and future skills, concretely

addressing the issue of skill shortage, preventing it. The Future Frontier ICE® methodology is growing as a learning ecosystem, in which knowledge, skills, and civic awareness ﬂourish. Thanks to an exclusive patent of LGI, the methodology will soon be joined by a block chain algorithm through a ‘SMART CONTRACT’ that allows students to certify their studies, accumulating value proportionally to the eﬀort and results obtained during the school and civic life. Moreover LGI intends to build a campus of international education of

excellence with an environment suitable for the well-being of children and consequently to cognitive and learning processes. This year, the school has achieved the objective named ICE2. It is a patent block chain driven education linking the ICE methodology to the block chain wallet. Furthermore, the school also plans to launch its next ﬁve-year plan, which will focus on opening lower and middle school, opening a startup accelerator on campus, a research center on future educational models, and developing future skills since young age.

INTERNATIONAL SCHOOL OF THE MONTH

AMERICAN SCHOOL OF MILAN Ensuring Rigorous Education for Students to Excel in the Competitive World

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very educational institution aims to deliver the best-in-class facilities to the students, while preparing them to face the stiff challenges of tomorrow. They provide the students with the updated knowledge while igniting the flame of curiosity in them. One such leading institution standing tall at the peak of academic excellence is the American School of Milan (ASM). Founded in 1962, the school started with humble beginnings, and eventually grew to enjoy the role of an educational leader in Milan and Italy. Today, ASM has 920 students from PreK through 12th grade, graduating about 70 students per year. The school is focused to provide modern and rigorous education for international students to excel in the changing world of tomorrow. Graduates of ASM attend top universities around the world, including Stanford University in the USA and Oxford in the UK. It is one of only a very few non-profit, truly diverse international schools in Milan. Currently, students from over 50 nationalities are enrolled and pursuing education from the school. ASM serves the diplomatic community of Milan, including the US Consulate. Excellent Infrastructure ASM has a purpose-built campus located approximately 8 kilometers from Milan city center. Located in the neighborhood of Noverasco, it is flanked by a golf course and features a wide open soccer pitch. The school houses two full gymnasiums and over 50 classrooms, including well-equipped science labs. Its library serves all students ranging from preK-12 and the school cafeteria offers delicious and nutritious food. ASM opened a 500-seat auditorium in 2019, capping a five-year expansion that saw new classrooms added, the cafeteria remodeled, and several infrastructure upgrades related to the needs of a growing campus. Dynamic Leadership ASM has been led by the dynamic leadership of both past Directors and the Board of Trustees. In the late ‘60s and early ‘70s, visionary leadership allowed the school to relocate from separate campuses downtown to the current campus in Noverasco. This gave it space to grow and support its American-style education with spaces for physical education and performing arts. Carl Immordino, Trustee and ASM parent, was a prime mover in the effort to relocate the campus. His vision and that of the board at the August | 2020

time, has allowed ASM to become the preeminent international school in Milan. Ensuring Academic Excellence ASM offers an American style education, providing a wellrounded program aimed to educate the whole child. In addition to various core subjects, it offers elementary students the option to choose from physical education, music, art, and Italian classes. Two dedicated science teachers bring their experience to elementary classes, allowing the students to explore the world and learn more. ASM’s middle school offers many innovative elective courses to students from 6th through 8th grade. These include drone building and forensic science, in addition to their core subjects. From 6th grade, ASM offers French and Spanish in addition to Italian, which is offered starting in the Elementary School. In 2014, ASM opted to abandon the MYP program in favor of a home-grown curriculum designed to better meet the needs of the children and to prepare them for the rigors of the IB program. This change included the addition of advanced math classes from 7th through 10th grade. In High School, ASM offers the IB Diploma program. In

the last five years, three ASM students have scored a perfect 45 on the IB. ASM employs three counselors at the high school level, two of whom focus specifically on college counseling, assisting the students in applying to their ‘best fit’ universities. Further, ASM promotes exploration and appreciation of its host country, Italy through Field Trip Week, which sees 4th through 11th graders traveling around the country to various locations. In 2019, the school’s 8th graders hiked up Mt. Etna in Sicily, witnessing the puffing steam of an active volcano. Focus on Development of the Students ASM aims to ensure that students not only excel in curricular activities, but also succeed in various other endeavors. The school’s performing arts program allows students to explore their creative side on stage in theater and music classes, which include band, choir, and orchestra. Its new auditorium is a glorious venue, which provides room for the students to demonstrate their skills and creativity. ASM supports several STEM initiatives, under which it observes Coding Week. The middle school has a maker August | 2020

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class as well as a drone building. In the high school, students are oﬀered ‘How Things Work’ elective, which oﬀers students the opportunity to learn about gears, hydraulics, and other technological advancements.

with interesting concepts while giving individualized attention. Students are encouraged to ask questions, given opportunities to debate, and are called upon to lead change and development.

ASM’s service program allows students to interact with the community. Recent activities have included neighborhood clean up and visits to an elderly care facility. The student government fosters leadership at ASM, and active student councils in all divisions allow students to express their opinions.

ASM is an EcoSchool, and students have led the way in making changes for many eco-friendly operations. This includes healthier foods in vending machines, campaigning (successfully) for a salad bar in the cafeteria, and pushing the administration to implement a ‘plastic free’ campus. ASM students are educated to be mindful, compassionate, and considerate activists.

The school’s sports and activities program provides many outlets for the students to stay ﬁt and compete in local and international sports events. ASM is a part of the European Sports Conference, and the school’s athletes travel to competitions in Germany, Switzerland, Spain, and other locations in Italy. Various activities and programs serve students from elementary through middle school, and includes rock climbing, gymnastics, cooking, and many other enriching activities. Putting Students First

Financial Assistance As a private, independent international school, all programs of ASM are tuition-funded or supported by gifts to its annual fund, the Fund for Excellence (FFE). The FFE has provided the opportunity for ASM to host visiting authors, artists, and speakers who have brought passion, inspiration, and expertise to the students. The recent FFE-supported artist organized a graﬃti workshop for the school’s art students and left ASM with a wonderful panther mural that graces one of its lovely outdoor patios.

The school appoints dedicated teachers and oﬀers an enriched curriculum to small classes. It presents students

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Success Stories of ASM ASM has always focused on delivering the best, when it comes to providing brilliant curricular and extra-curricular opportunities. It has been rewarded for its dedicated endeavors. The school is accredited by the American Middle States Association of Schools and Colleges, as well as by the International Baccalaureate Office, which authorizes the IB Diploma program. ASM is also recognized for various initiatives towards green operations. The school is a member of the Mediterranean Association of International Schools (MAIS) and the Educational Collaborative for International Schools (ECIS). Mapping the Future ASM continues to develop its programs and offers the best international education in Milan and Italy. It is investigating the expansion of the innovation and design offerings, adding the character-building Duke of Edinburgh program. Furthermore, the school continues to build the offerings of the service program, ensuring that the students have both sharp minds and caring hearts, as they enter the dynamic and changing world of tomorrow. T R August | 2020

Active Learning

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one are those days, when education used to be conﬁned within the walls of an institution. Now a days learning has transcended numerous boundaries incorporating innovative ways and technological advancements. In the 21st century, the education system is paving its way to new methods by incorporating all round development of the students. All round development includes the intellectual, moral, sensible, physical and social development of a student. This can be achieved by maintaining the balance between the curriculum and co-curricular activities. Extracurricular or Co Curricular activities are those additional activities taken up by the schools apart from the academic curriculum. The activities range from sports to music and theater. For many students, extracurricular activities act as an opportunity to know their interests. For a student who is not gifted academically, these activities can help the student shape their careers around it. Extracurricular Activities Some of the major Co-Curricular Activities are as follows: Ÿ Physical Development Activities: These activities include games, sports, athletics, yoga, zumba, swimming, etc. The students involved in sports or physical activities have many health beneﬁts. These students possess a healthy self image, better exercise capacity, lower odds for emotional distress, etc. All these traits help the students lead a healthy mental and physical life. Ÿ

Academic Development Activities: Academic development can be achieved through clubs organized by the school like, science club, math club, book clubs, newspaper reading, etc. These activities are a bonus to the students in order to improve their academic knowledge. It not only helps them excel in the particular subject but also makes the experts of the same. These activities help them improve their grades too. Literary Activities: Literary activities can be said as those which improve the literacy of the students. Book reading, debates, essay writing, magazines, symposium, etc. are activities that are incorporated by schools to improve literacy among the students. Poem writing, publication of school magazine, bulletin board write-ups are also some of the activities held by schools for students to develop their literary ability.

Cultural Development Activities: Activities like painting, dramatics, folk dance, folk music, celebration of festivals, visiting cultural places, etc. can be counted as cultural activities. These activities help the students understand the cultural values of festivals, places, etc. Cultural development is easier in schools as it is a place of diverse people, religions, cultures, etc. Students can learn about culture better in such an environment.

Activities for Social Development: Bringing a social responsibility among the students in the school is very necessary as it is easy to adapt at a younger age. For bringing social development among them, activities like, National Cadet Corps, National Service Scheme, adult education, red cross, etc. are organized in schools.

Leisure Time Activities: These activities are also known as hobbies. These include coin collection, stamp collection, soap making, photography, candle making, etc. The students are taught to spend time wisely. Some activities that can be done at home during the leisure time are taught at school itself.

Common Problems faced due to Extracurricular Activities As much as these activities are helpful, they can be a problem too. Some students take up too many activities and lack to cope up. They need to prepare a schedule in advance of a semester or year that helps them balance school, homework, after-school activities and personal life. The aim of these activities is to make the students have fun and not turn it into stress. At the same time, the school grades should not be affected by these activities. The main part of schooling is academics and there should be no compromise in that. The extracurricular activities are a part of the 21st century schools. These activities are carried out by schools to make learning fun. However, these activities are multipurpose in nature as they do not fulfill only one aim. The activities are discovered and chosen carefully in order to make it suitable for students. It also aids students to find a balance between academics and other activities. Such activities help nurture the students’ hidden talents and might also lead to becoming a career opportunity. These activities also help many students have successful careers in life. T R

- Shreevarshita Gupta August | 2020

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Castelli International School Transforming Students into the Leaders of Tomorrow

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ducation is essential to ensure that individuals achieve success in various endeavors while building a bright career path. In order to accomplish this objective, many students focus on pursuing excellent education from international institutions of repute, which provide a lasting educational experience, accompanied by superior infrastructural facilities and a career-oriented perspective. One such leading institution focused on attaining excellence in academic endeavors is Castelli International School. Situated a few kilometers south of Rome, the school aims to develop, inquisitive, caring, and well-rounded global citizens. Throughout the excerpts mentioned below, the school shares its incredible journey of academic excellence. 1. Please tell us about the School and its mission/vision and its various infrastructural facilities. Founded in 1977 Castelli International School (CIS) is situated south of Rome overlooking the city with St. Peter’s in full view. It is nestled in between vineyards and olive groves in the smog-free Castelli Romani hills. The school’s garden plots, educational greenhouse, multipurpose court (tennis, basketball, volleyball) and 2 AstroTurf football pitches provide for plenty of fresh air outdoor learning activities. The elementary and middle school libraries, computer room and interactive whiteboards motivate the student’s inquisitive nature to further explore the realms of knowledge. Our mission is based on three major forces expressed so well by Rudolf Steiner: “Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth and a feeling of responsibility-these three forces are the very nerve of education.” The basis for this is clearly expressed in the Chinese proverb: When I hear, I forget. When I see, I remember. When I do, I understand.

and vast Italian programme into an international school curriculum. It was a dream … to create a unique school where, for children coming from all over the world, learning becomes a continuous and exciting experience of joy, hardships, perseverance, determination and final realization that all obstacles in life can be overcome with patience, respect, consideration, acquisition of culture and love. Thanks to: an unforgettable parent who introduced Steiner education and believed that I, unknowingly, was a ‘Steinerian’ educator; an exceptionally creative and intelligent Science teacher who gave birth to the School’s name with a quick 5-minute sketch of the school that became the first school logo. I still remember the first day of school when our excited students received the very first huge whiteboard, a gift from a loyal and supportive parent, which we still use in our library! Throughout the years parents continued to contribute their energy, passion and know-how to keep the school spirit going. The school was rustic, to say the least, with 5 professors and 7 students starting at 11 yrs, through 16 yrs. The location was an abandoned peasant abode amid vineyards and olive groves. Building is not allowed because the beautiful property is environmentally protected. The kitchen became the science room, the bedroom, a library and the living room the classroom. The students began to arrive from north and south Rome and the Castelli area. The ‘adventure’ had begun. During cold days students went out to get wood to warm the antique clay stove that was our central heating. As the school kept growing we moved into abandoned cantinas, wine cellars, stables, chicken coops and pig stys. With our creative instincts and the hard work of our students, storage rooms were emptied. The wine cellar became the library, cement wine vats were transformed into reading cubby holes. An old swimming hole was made into the science room.

2. What steps are you taking to ensure the development of the school?

The remaining stables, pigsties and chicken coops became classrooms! And the last storage room full of bottles, kegs, and even snake skins, was transformed into Kids Point, named so by my second son, which is the central social gathering and snacking place for students and parents.

The best way to express the development of the school is by quoting the letter from the Head: “It was a dream… how to start a school, to integrate a rich

We were the ﬁrst school to acquire a Sharp computer. There were no websites, no apps, no internet connections. Our

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students had to learn how to program their own work! They succeeded in creating tests for their peers, preparing reports without the ‘help’ tools and ready-made sites available today. The school kept growing until there were no more cantinas or storage rooms left to ‘exploit’. A waiting list began. Sadly, we could not accept everyone but had we been allowed to build, our healthy green environment would have been destroyed.

(Science, Technology, Engineering, Arts and Maths). All subjects are taught in English except for languages (Italian and French) which are taught by mother-tongue teachers. As the English programme uses more of a hands-on approach whereas the Italian one has a more theoretical approach, combining the two makes the whole curriculum more challenging and enriching. Examples of both can be seen in the photos below: here you could put in a photo of the shadoofs and one of kids sitting and doing their temas.

Today the physical appearance of the classrooms is much improved and the need to fit them into the existing structures made each classroom original and unique. What is most precious to this ‘dream’ is that the spirit remains: one of adventure and learning, forging ahead as the world around us continues to change, thanks to our faculty, staff and staunch support of our parents and friends.” 3. Kindly describe to us the different courses offered by your school. The CIS curriculum is based on a unique ‘marriage’ between the Italian Ministerial programme and the English based Cambridge curriculum. The Italian Ministerial programme offers a very extensive, globally based and structured curriculum covering all STEAM subjects

4. What steps are you taking beyond the traditional curriculum to ensure overall development of the students? To further enliven their learning experience all students from elementary through middle school take educational trips to enrich their studies. The elementary grades take day

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trips ranging from nature reserves, concerts, museums to appropriate ballets. The ﬁfth graders get their ﬁrst overnight trip by spending the night in a simulated Etruscan village where they experience how the Etruscans lived. The middle school students go to expositions dealing with the arts and take weeklong trips. For example the 6th and 7th graders go to Florence, or Verona, Vicenza and Venice (called the 3-V trip) among other cultural sites to supplement their studies in the medieval and Renaissance periods. In the graduating year our students participate at the Harvard Model United Nations Conference in Boston which they have been doing for 18 consecutive years.

7. Kindly enlighten us about the major collaborations of the school. This year, Castelli International has participated, together with other international schools in Rome in the Campaign for Plastic Reduction (CPR). This project was successfully implemented throughout the entire school community, greatly reducing the consumption of plastic at school, in our lunch services, the school oﬃce and home-brought plastics.

5. Kindly enlighten us about the various accomplished alumni of the school. Our alumni are working around the world in various sectors and companies many having pursued their passions in careers like engineering, ﬁnance, journalism, medicine and education. 6. Please tell us about the major achievements of the school. Castelli International is one of the founding members of the Rome International Schools Association (RISA) and is a Cambridge International School. It is one of the ﬁrst schools in Italy that incorporated Food Studies lessons into its curriculum, where students are introduced to the pleasures of whole foods via sensory-based exposure. Therefore, beginning at a young age, students learn to eat healthy whole foods and, as a consequence, develop a healthy habit that promotes wellness and prevents disease.

The school collaborated with schools in England and the USA on nutrition projects, where students communicated with each other on results achieved. Collaboration with foreign schools and the exchange of methods and ideas are actively encouraged among students as well as teacher trainees through the ERASMUS program. 8. Where is the school heading towards? Kindly tell us about your future plans. The school works towards zero waste by continuing to improve infrastructure which will favour our growing green environment, like collecting and reusing precious rainwater in water collection tanks, installing alternative energy sources and planting trees on Earth Day. We strive to teach our students to become responsible leaders of tomorrow by encouraging teamwork and collaboration in order to form caring, well-rounded, global citizens who will take an active role in the 2030 Sustainable Development Goals. T R

For many years Castelli International was the only school from Italy represented in the annual Harvard Model United Nations conference (HMUN). Over the years Castelli International has supported and encouraged local educational ventures like Antiquitates, an archeological, hands-on learning centre close to Rome. August | 2020

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ONLINE CLASSROOM

Building Community in an

Online Education

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e all know how important it is to create a positive community in the classroom. It leads our students to feel confident and comprehensive and teaches them empathy and many other social skills. In a healthy group, students know that failures are truthful and they work hard to learn from each other’s mistakes. We work hard to build a sense of belonging and pride that is generated from our participation in society from this first day of school. But how does that work in online teaching? Let’s find out. All on the same page If it is the first day of an online class, or whether you have switched from an old to an online course, schedule some fun activities to understand one another. This might be as simple as a wide Zoom meeting, or Google Hangout, where everyone takes a minute to introduce themselves. This section is vital for creating a group, ensuring that your students connect, even it is live in a video. Clear Lines of Communication Students must feel confident contacting teachers and know the best way to connecting them. If this is a completely new community of students, teachers can commence from each student by making telephone calls. This could be done briefly and via Google Hangout; the key here is to form a clear communication line which is transparent from both sides. Beyond this initial telephone, they can share a platform for communication; whether it is an e-mail, office times in open-conference video/call, or via a message board. Let the students know how they can contact their teachers and how easily they can expect a response. When these guidelines are defined, teachers must adhere to them. Consistency is the key here in building trust and culture. Two-Way Communication Meaningful learning should not rely on stagnant awareness and the repetition of anticipated answers. Students are eager to be on a research trip, and while the tutor of the student can definitely play a role in enlightening considerations and tools, they will be even more enthusiastic when they create shared information that is richer in complexities. That kind of engagement promotes social and emotional learning and motivation, which is in addition to this kind of engaging and informative learning. Teachers can form their paths and promote risk-taking

and audacity along the way. They can show that they appreciate the fascinating inputs of each participant. Team Building Activities Since these initial experiences don’t stop building your group. Maintain the energy of normal action. Teachers can introduce a ‘Student of the Week’ program in which a different student is exhibited and displayed every week. Teachers can also seek to give students the opportunity to share positive news frequently with the school. Again, teachers must ensure that they promote positive conversation and ask students to reply with polite, all the while encouraging words to each other’s message. Co-operative Learning Activities Even in an online environment, teachers can have their students engage in cooperative learning. It can be convenient for students to ask each other questions or for two students to collaborate on a report. Teachers can also put reading pairs with other readers with similar skills and promote weekly reviews. A somewhat more complicated alternative would be to set up study groups or book clubs that digitally meet to train themselves for analysis or discuss a popular novel. Teachers can ensure that students have the ability to work together and learn from each other while preparing their own lessons. Student-Teacher-Parent Interaction The final step in creating a healthy culture in the classroom is to include students’ families. Make sure that they are up-to-date and know how to get in touch with the educator. Teachers can share this information by emailing it weekly or by maintaining a platform that they update every week. Educators can also find it beneficial to survey the careers, interests, and passions of students via their parents. It is often found that a parent has an interest in a topic and teachers know students are intrigued by it and, as such, may invite parents to share their interests as special guests. Parents may also give a lesson on their professions to elder students or read to a younger child. Teachers must help them to appreciate their skills and to see them as a partner in the learning of their child. It will help create good relationships in the long-term. It is important for remote learning to build a sense of belonging and culture. The key thing is to promote a multi-channel learning environment so that students don’t feel alone and educators get a clear way of teaching. T R - Anmol Preet Singh August | 2020

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ducation helps an individual to open their mind, expand it, and explore different horizons. It prepares them to make learned decisions and to embark on a journey of career excellence. Accordingly, they aim to pursue education from the leading institutions, which offer brilliant educational conten, accompanied by excellent infrastructural and career-development facilities. A noteworthy school transforming education by embracing excellence is Florence Institute of Design International (FIDI). Since its establishment in 2008, the mission of the institute has been to foster a dynamic learning environment where international students are taught about the foundations of Italian design by combining modern technologies with Italy’s imaginative culture. Located in the historic center of Florence, FIDI is situated within two stunning historic baroque palaces, Palazzo Marescialla and Palazzo Fossombroni. Classrooms with frescoed vaulted ceilings have been outfitted with the latest technology to facilitate the teaching of the modern design curriculum. The city of Florence, known as the international crossroads for designers, provides a rich backdrop for learning the Italian creative process. With a primary focus on encouraging the growth of students as creative and innovative professionals, personalization of studies and small class sizes provide students with the opportunity to thrive within an engaging design studio environment. The Leading Light of FIDI The institute makes rapid strides towards excellence in academic and careerdevelopment facilities under the creative direction of Arch. Leonardo Rossano. He joined the institution in 2011 as an instructor of furniture design and has since been appointed the department head of the bachelor program. Rossano is a prominent furniture designer who has been active in Florence for over 25 years. His work has been included in numerous important exhibitions and publications during his prolific design career. He has many pieces in production primarily through the companies of True Design and Lapalma. August | 2020

Rossano brings his many years of professional experience into the classroom, and ensures that students are guided through every phase of the design process. Students beneﬁt from Rossano’s individualized guidance and commitment to helping them realize their design projects. In addition to teaching, Rossano has also given many enlightening lectures about his design process to the FIDI community. His passion for design inspires enthusiasm and dedication in his students.

Ensuring All-Round Development The institute takes up various initiatives to ensure the development of the students, academically and beyond. As part of its robust lecture series, some of the most important designers, architects, artists, and respected ﬁgures in the world of Italian design and culture are welcomed to FIDI to share their work and process with the students. Noted designers from other key cities such as London, New York, and Barcelona are also invited.

Plenty of Academic Oﬀerings FIDI oﬀers a wide variety of courses, which assist the students to strengthen their foundation in the principals of design, while building both their technical and conceptual skills. This foundational knowledge is then directly applied within the rigorous studio-based curriculum.

Team FIDI is of the opinion that lectures are a great way for the students to gain interaction with professionals and attain firsthand knowledge of the industry. It believes in giving students all the tools needed to step confidently out into the field of design.

Students are encouraged to complete diﬀerent projects using the latest industry standard software, while incorporating elements of modern and traditional design. Classes on art history and history of Italian design provide students with the unique opportunity of learning about the rich Italian culture.

Students also gain real-world experience through internships, participation in design competitions, and collaborations with prominent Italian design companies. This past summer, as part of a lighting design internship, a group of students designed and presented their work to representatives of the lighting company, Lighting in Progress.

Students also get to visit some of the greatest artistic and cultural treasures in the world. Specialized classes such as app design, interactive media, 3D printing, and lighting design ensure that the students develop a diverse and comprehensive skill set as they prepare to enter the workforce. Through individualized attention and creative tools, the students thrive while developing their own design sensibilities and artistic vision.

Numeorus conceptual workshops provide students with the unique opportunity of learning from world renowned designers and architects, including founders of anti-design groups such as Archizoom and Superstudio, while generating innovative solutions in a few productive weeks. Field trips bring students out of the classroom and give them exposure to the methods of fabrication, artisanal production, and some of the most prominent expositions

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and fairs in the design industry. Gaining exposure to the latest developments in the ﬁeld allows students to build this knowledge into their own design process.

range of creative industries. It has produced many graduates who went on to work in distinguished design ﬁrms around the world.

Achieving Glory

Many alumni of FIDI have established their own companies and have quickly built up a portfolio of clients and projects. Furthermore, the students are well equipped to seek out specialized competitive careers or forge their own path as an independent designer.

FIDI has made many achievements throughout its journey of delivering excellent academic and career-development facilities. It continues to be recognized as one of Italy’s leading international design schools, which provides education of the highest quality in design. Many of its alumni have gone on to do extraordinary things and contribute greatly to the design fraternity. Alumni of the institute have designed and realized a prominent restaurant in New York and have created advertisements for Coca Cola, Huawei, and Renault. They have also produced a commercial which was aired during the Superbowl, and was shortlisted for the World Illustration Award by the Association of Illustrators. In addition to oﬀering a 3-year bachelor degree accredited by the University of Chester in the UK, FIDI has received accreditation through the region of Tuscany. It is a destination school for design students from the ITESO and IBERO Universities in Mexico as well as schools in the US and Brazil.

Towards a Splendid Future Stepping towards a new decade, the institute will continue to provide its students with an exceptionally unique international learning experience. It plans to incorporate more cross-disciplinary course work and immersive workshops, which will ensure that the institute is promoting progressive design curriculum for its diverse student population. Several upcoming design projects supported by FIDI will contribute to the rich and thriving florentine design community. Since inception, the institute has undergone a huge amount of growth while increasing in diversity and expanding its offerings and facilities. Through all of this, it has remained a design-driven program made up of passionate and dedicated staff, students, and faculty. T R

On the Career Front Team FIDI states that interior and graphic design continue to be some of the fastest growing professions. An education in design provides considerable opportunities in a wide August | 2020

his is a great question and one that we need to ask ourselves on a frequent basis. In fact, it is the question, par excellence, that all educators must ask themselves. Happily, what a delight it is to sit down with our Pre-Primary and Primary teachers and discuss great ways to engage all our students in their learning. First, we believe that our very environment sets the tone. Although, in our case, we are a relatively new British-international school in Mexico City, banish the thought of our vibrant community working within the confines of a concrete campus. Rather, think of a semi-rural site on the city’s western edge, basking in sunlight most days, and all surrounded by low smooth hills carpeted with trees. And fortunate enough to have a purpose-built first construction using spacious, light-filled classrooms in which teachers experiment. With children hailing from some thirty countries, and Buenos Aires sitting down with Berlin, wonderful cross-cultural friendships burgeon. To be truly modern and creative, innovative educators continually need to mix the old with the right amount of the new, furnishing pupils’ learning styles with sufficient variety. To make our motto “Strive, Learn and Serve” a reality, we also operate with the International Primary Curriculum (both its Early Years, and its mainstream Milestone programmes). The projects we select from it always allow us that flexibility in both content and skills so

useful to any enthusiastic teacher’s heart. Teachers are not trammeled, then, in what they can attempt to do with the curriculum. In our planning, main classroom teachers work hand-in-hand with specialist classes. We especially promote music – every post-Kindergarten child plays a stringed instrument – also linking it wherever possible to many discrete subject areas within bespoke IPC projects. Wasn’t it E. M. Forster who once said, “Only connect”? “Serve” is extremely important to our school community, providing us with plenty of opportunities to be innovative. Classroom teachers very deliberately fuse the IPC with our School of Character, exploiting teachable moments to promote positive values. Moreover, innovative learning stems from pupils – in an age-appropriate way – researching and selecting practical initiatives to help others. For example, it was the pupils, not the teachers, who opted for writing letters for lonely old folks (and visiting them subsequently), creating a whole World Cup football competition with a local Primary, composed of ﬁfteen full teams, plus an extensive toy collection and distribution campaign for the less fortunate in society. When children sense the justice of something, they grow in conﬁdence and display tremendous drive. Holding fast to the ‘traditional’ in education, the things time and cultures have told us work, we have ensured we have placed the library at the heart of our campus. Three of its

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Educator's Column

Tom Wingate Founder

About the Author Tom Wingate, Founder of The Wingate School was educated at St. George’s College, Weybridge, Surrey, in Great Britain. His school’s mission is to touch lives, promoting excellent academic standards imbued with values. He completed his undergraduate degree in English and History and Theory of Art from the University of Kent and postgraduate degree in teaching from the University of Leeds. He kick-started his career as teacher administrator at an international school in Mexico City. Later, in the 1990s, he served as the Principal and Assistant Headmaster of a developing high school, also receiving his Masters in Administration and Supervision from Georgia State University. Head of the intake Year 9 at City of London School in the early 2000s, he coached many successful public speaking and debating teams, winning the ESU's British and International Debate Competition in 2006. He also holds a postgraduate degree in Victorian Studies from Birkbeck College, University of London. Tom has taught from kindergarten to teachers in their Masters programmes. He is an artist and photographer, greatly enjoying history of art. An avid collector of old documents, with a special interest in the life of Dickens, he also contributes to the international “Dickensian” magazine. August | 2020

four sides are largely composed of glass. Children, walking by, both inside or out, cannot but help to peer in, see and be intrigued by the constant activity. It welcomes them; it engages. With much mobile library shelving, its spaces are instantly and effortlessly ‘redesigned’. Activities held there typically include: ICT classes using Chromebooks; weekly assemblies underpinning IPC topics; drama practises; much live reading to groups; personal assistance with book selection, and – naturally! – quiet reading and book processing. (For books - new, old, bought, donated - are constantly being added.) Matching expressed interests, books are frequently given to children by the school to keep, too. Books, stimulating innovative lines of thought in young minds, still very much count and always will. Yet, as we rocket into the new millennium, we inevitably reach out to the innovative and the new. Deliberately sited within that large open library, staff and children access a lot of our technological gadgets. They are mere tools to our academic ends, but, what tools! (We are setting up audio and visual contact with divers on the Great Barrier Reef, in real time.) Most of our Smartboards are fixed within classrooms. However, others kept in the library can be wheeled into action, like strange wooden fire engines fomenting those intellectual “conflagrations” poet Alan Paton spoke of, rather than putting them out. What, then, is the nature of the modern library? The speed of technological advance today is mind-boggling. Thus, the jury is still out, because the fascinating conversation constantly twists and turns. The classroom, where teaching and learning occur, now is so much more than a big box. We encourage a host of innovative afternoon activities where young pupils (and their parents) can begin to choose less orthodox areas of interest. For example, highly athletic Irish dancing can and does complement our official P.E curriculum. Gardening Club, linked to the Royal Horticultural Society levels for schools, is ripe for innovation. (For one, pupils have chosen where new bird boxes will adorn the campus.) Gardening, along with woodland walks for our pupils in the huge ranch in which we are located, opens up so many avenues, both for hands-on experiences as well as for incipient science-inclined minds. We have a Debate Club, too. When all is said and done, our teachers’ collegiality is the engine that powers the active, innovative learning throughout the school. However, as we genuinely try to put our pupils at the heart of our project, their sense of contentment and ‘voice’ also are extremely important to us. Our pupils constantly use personal (but shared) agendas in which all constituents – line managers, all teachers, the pupils and parents – write reflective contributions. When ‘in class,’ collating knowledge, pupils are much encouraged to work in various teams. They are crucibles in which to learn content and, more than that, the arena where they acquire and practise transferrable skills. Invariably, their strengths and weaknesses are tested in the general give and take. That way they, and their teachers, understand better the needs of patience and teamwork, analysis and critical thought. T R

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Teacher-Student

INTERACTIONS is the

KEYto

QUALITY

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Quality Education

eachers make innumerable real-time choices every day and facilitate dozens of interactions with their students. Although educators throughout the world share this commonality, they often talk in different ways about these decisions and interactions. Teacher-student interaction is the key to building positive classrooms that work, determining what teachers expect from students, and what the students expect from teachers. The interaction between teacher and student is a two-way road with pupils are connected to teachers and teachers to pupils. If a teacher builds on selfesteem and mutual respect in the classroom, the teachers develop positive relationships with students in their classrooms. Class Organization A class outlines ten teaching dimensions related to student performance and social development. Each of the ten dimensions belongs to three broad categories: emotional support, organizing classes, and support in training. The first, emotional support, is intended to assist children to build loving relationships, to appreciate and to encourage them to learn, to feel confident in class and to experience a degree of autonomy or independence. The source of emotional support is: Positive environment; The emotional interaction among teachers and students, alongside the nature of the relationships between the peers. Negative environment; Negativity of students and/or teachers in the classroom, for example, wrath, hostility and aggression; responsiveness to the response of instructors to the students’ academic needs. Sensitivity for instructors; Response to academic and emotional needs of students. Teacher’s perspective of the students; To the degree of emphasis on student’s interests, motivations, and points of view in the teacher interactions with students and in school activities. August | 2020

Classroom organization refers to ways that teachers help children develop their own behavioral skills, learn the most each day, and keep an eye on learning, including: Management of conduct; How well teachers monitor, prevent, and redirect misconduct. Productivity; How well a school works in terms of routines, how well students understand routines and the level of activities and guidelines provided by teachers so that maximum time can be spent in learning. Learning formats; How teachers engage students and facilitate activities to maximize learning opportunities. Training support Training support concerns ways of effectively supporting the cognitive development and linguistic growth of students by teachers, including: Conceptual development; How teachers use educational discussions and activities to promote students’ skills and knowledge as opposed to a focus on rote instruction. Feedback quality; How teachers increase participation and learning through student feedback. Modeling of language; The extent to which teachers promote the use of language by students. Teacher-Student Interactions The interaction between students and teachers can be summed up in: Children interacting individually with teachers: Pupils in the same classroom learn differently and predict just how well they will adapt to the schools in their individual attitudes. The positive feeling towards teachers among young children tends to improve academic and social performance and children are more successful in their classroom tasks and activities. There are many ways through which teachers can unlock and build upon the specific features and behaviors of children in order to promote their success. Content of instructional interactions: Well-organized instructional content can help teachers to interact with their students more efficiently. In contrast to rote learning, teachers can help, for example, to develop child thinking and analytical skills for a problem or project-based activities. This kind of training can take place in the

traditional academic arenas as well as in-direct social, emotional, and self-regulatory skills. Teacher capabilities: Teachers can interact with children with certain personal capabilities. The quality of classroom interactions has been improved by two capabilities. They are the ability of teachers to follow children’s indications and to regulate their own emotions and stress. A better understanding of these skills would help prepare and develop teachers. Leads Path to Quality Measurement The quality of the program is often determined by structural qualities, such as school day length, class size, and qualifications for personnel. For example, research has shown that class sizes above 20 are associated with poorer child outcomes. Sharing equipment from the playground to maintaining hygiene to the interactions between staff, children, and parents also generally measure quality through observation of different aspects. The research-based evidence clearly promotes quality definition in terms of teacher interaction between children’s classrooms instead of combining many types of features. Unique Effects on Learning and Development Different studies examined the various quality indicators, including structural elements, physically-based characteristics and teacher and peer interactions. These studies reiterated the fact that children that interact with teachers gain in a unique and positive manner. According to a study of more than 1,000 children, children whose lessons were more supportive and well managed showed a greater degree of social skills and fewer behavior problems. Another showed that interactions with teachers that foster language and cognition enhance the academic achievement of children. Leaving behind the academic success, knowing your students can improve behavior management in the classroom. Teachers who work with students as a mentor are more likely to develop behavior with social adequacy. If their teachers treat struggling students as bad or unintelligent, they are unlikely to change. However, these students are more than growing when teachers strive to care and help them.

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Udine International School A Place to Develop International Mindedness and Compassionate Local, National and Global Citizens

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he School’s Philosophy

The Udine International School (UIS) is committed to developing high educational standards, fostering character development and nurturing an international approach. The school is driven to develop in students their capacity for individual growth, with the ability to apply knowledge and adapt skills in this rapidly changing world. UIS believes that high-quality learning: • Is engaging, relevant, and stimulates an inquisitive mind; • Is diﬀerentiated for diverse capabilities; • Encourages reﬂection and self-assessment and happens when students embrace challenges and mistakes in a safe environment in order to grow and learn; • Allows for creative expression and creative problemsolving, while encouraging the development of student’s voice; • Aims to develop critical and independent thinkers; • Encourages students to use initiative and use a variety of resources to actively enhance their learning; • Promotes global awareness, environmental consciousness, and ethical values. The School UIS is located in Udine, a beautiful city of rich historical and cultural importance and growing internationalism. The school is situated in the quiet greenery of the Istituto August | 2020

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‘Monsignor F. Tomadini’, a campus ideally located on the outskirts of the city with convenient and easy access by car or public transportation. The professional and dedicated faculty bring to UIS an outstanding level of pedagogy from a broad range of diverse educational systems where they have completed their training and gained their prior experience. The school is divided into three sections: Early Childhood for students aged 2-5; Elementary School for students aged 6-10; and Middle School for students aged 11-13. It sets high expectations for its diverse students in both academic and personal development, encouraging and supporting them to become global citizens of high integrity. UIS has developed a strong home-school partnership, the success of which is centred on a real understanding of its mission and vision and of what is genuinely international education. Facilities The school oﬀers excellent educational facilities. The Elementary and Middle School section is in the main building of the compound and comprises of three ﬂoors. It has a cafeteria as well as various other specially equipped classrooms: the computer lab (with Wi-Fi throughout the school), the art room, and the library with a rich selection of reading and reference books and DVDs in English, Italian, French, and German. There are projectors in every classroom to enhance learning.

The Early Childhood Centre, which is housed in a recently constructed building, is designed to provide the ideal environment for a child’s academic and personal development. The centre has bright and colourful classrooms containing the latest educational and playtime equipment, the cafeteria, and a large common area where children can take part in activities outside their primary classroom such as theatre and shows. It is surrounded by a spacious and secure garden/playground area. The school is equipped with a modern kitchen where a hot and nutritious lunch is prepared daily. Sports facilities include a playground, astroturf football ﬁeld, volleyball court and basketball court. The school also has access to the Istituto Tomadini facilities, which include a large indoor gymnasium with numerous sports facilities, an Olympic sized heated indoor swimming pool and a large soccer ﬁeld immersed in the quiet greenery of the compound.

in the UK with a Bachelor of Arts in Education (Honours) and has a Master of Arts in Education from the Open University. Mrs Green has worked in a range of settings and with various curricula, and with children across diﬀerent age ranges. She feels fortunate to be able to work with such a group of experienced and caring teachers at the Udine International School. She believes that children have the potential to do amazing things if they are properly nurtured and inspired. She loves to see children having the opportunity to shine, whether it is through the arts, on the sports ﬁeld, or in the classroom.

The auditorium, which is located in the main building, is used by students for theatre, school shows, visiting speakers, or for important ceremonies. A Dedicated Educator An important personality behind the success of the school is the Principal, Mrs Sarah-Jane Green. Hailing from Bristol in England, she has been working internationally for nearly twenty years. She graduated from Exeter University

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Accreditation and Affiliations UIS is accredited by the Council of International Schools (CIS), a global non-profit membership organization working collaboratively to shape international education. This recognition signifies that the school has completed a comprehensive self-study and international peer review as part of a continuous improvement process focusing on standards and indicators that promote the development of student knowledge, skills, attributes, and actions aligned with the CIS's definition of global citizenship. Since 2017, UIS has been a part of International Education Systems (IES). It is one of the few international organizations in the world to offer a structured program of studies from early childhood education (pre-school) through to university level studies. The relevant national education authorities officially recognize IES schools and all qualifications offered have both national and international recognition. T R

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