RIS celebrates Earth Week - Rome International School
Transcription
RIS celebrates Earth Week - Rome International School
RIS REPORT APRIL ISSUE 39 STUDENTS IN PRAGUE GRADE 11 IGCSE HISTORY TRIP EARTH WEEK AT RIS NEW ENVIRONMENTAL PROJECT LAUNCHED IGCSE / IB DP GRADE 11 AND 13 COMMENCE FINAL EXAMINATIONS RIS REPORT At RIS we provide the best international education for our students, who represent over 40 different nationalities. As an International Baccalaureate World School our students are at the centre of the learning process. Our approach creates empowered learners and we help our students discover their potential to become who they want to be. !1 RIS REPORT APRIL There’s a lot of talent at the Expo! A Universal Exposition is always a fascinating event. Almost all the countries on the planet rally to bring their contribution on a theme that is central to the future of humanity. The Milan Expo, scheduled from 1 May to 31 October 2015, is entitled "Feeding the Planet, Energy for Life". So it is something for which Italy is famous – food and the culture of food - but it is also about the imbalances that cause a large part of the inhabitants of our planet to suffer from hunger. This relates to our future, about environmental sustainability, and the commitments that we all can and should make to help prevent hunger and protect the environment. The history of the Universal Expositions has left a clear and important trace across the centuries: the Eiffel Tower, for example, was built for the Universal Exhibition of Paris in 1889 (exactly one century after the French Revolution). A completely new residential and business district (EUR) was built here in Rome, to host the Expo of 1942, but when the time came, World War II was raging. This Expo that did not happen – although it left us an entire residential district - is counterbalanced by the first Universal Exhibition held in 1851 in London. The Crystal Palace was constructed to house it, but the building no longer exists, destroyed by fire in the first half of the twentieth century. ISSUE 39 What’s new online Exclusive agreement with LUISS Alumni Association Students participate in music festival So, why have we chosen to talk about this kind of event in an edition of our Magazine focused on "talent"? Because the protagonist of the Universal Expositions is always, in one way or another, “human talent”. Because besides the more or less daring architectural achievements and the physical mark that the Milan Expo will leave on the city, alongside and in addition to the design of the area hosting the event (inspired by the canons of ancient Roman town planning, a cardo and a decumanus as the main streets around which the whole exhibition complex is arranged), the core cultural initiative consists of the first four human arts: hunting, fishing, agriculture and animal rearing - the talent of feeding the human race. Because the history of food can be traced not only by showing agriculture and farmers, products and scientific discoveries, flavours and knowledge from around the world, but also through poetry. Another "talent", I would say. You can talk about food and feeding the planet with the verses of poets. An outer wall of the Padiglione Zero, at the entrance to the Expo, will be covered with verses of ten authors coming from all continents and from different periods in history. The poetry of Dante, Pushkin, Tagore, Hesiod, Bai Juy, Whitman, Imru al Qays, Miyazawa, Senghor, and Virgil, dedicated to the first four human arts, across the centuries and continents, demonstrating the Launch of new environmental project in Early Years/Elementary “Innovative education at Rome International School” - Italian Insider !2 RIS REPORT APRIL ISSUE 39 perennial and (needless to say...) universal value of poetry. We should listen to those verses, and make the right choices for our planet. On our side, we will host these verses in school, so that those who will not visit the Expo will be able to pause and reflect at RIS. We can also be inspired by the talents of others. BY IVANO BORAGINE HEAD OF SCHOOL www.expo2015.org Grade 11’s History Trip to Prague Just before the Easter holidays in March, twelve Grade 11 students, together with Miss John and Mr Griffiths spent five days exploring Prague. This trip formed a part of the students’ academic curriculum for History on the topic of The Cold War. During our stay in one of Europe’s most beautiful cities, we visited the Castle district, the Jewish Quarter and Old Town, followed by a trip to the nearby town of Kutna Hora. Particular highlights of the trip included Sedlec Ossary, which contained sculptures made up of the remains of between 40,000 and 70,000 people, and the KGB museum, which was home to a fascinating array of artifacts and which helped the students to understand more about the effect of Communism in the Czech Republic. We also enjoyed a trip to the Blacklight Theatre - a truly unique experience. Amid a packed scheduled, the students even found some time to independently explore different areas of the city. All of the students were extremely well behaved and a credit to the school. BY MISS JOHN GRADE 11 FORM TUTOR & TEACHER OF MATHS !3 RIS REPORT APRIL ISSUE 39 EAL Earth Week Celebrations During project work concerning Earth Week, students were involved in listening to each other, observing, illustrating, recording and most importantly in formulating decisions. It was a great way to extend language, consolidate vocabulary and engage students in considering different ways of looking after the environment! BY MRS MASINI ENGLISH AS AN ADDITIONAL LANGUAGE Il Natale di Roma Il 21 aprile si celebra il Natale di Roma. Infatti, secondo la leggenda, Roma fu fondata il 21 aprile 753 a.C. La leggenda narra di due fratelli, Amulio e Numitore che vivono ad Albalonga, una città nell’antico Lazio. Entrambi si contendono il trono. Amulio riesce a cacciare suo fratello e costringe la figlia di Numitore, Rea Silvia a diventare una vestale, e quindi a non potere avere figli. In questo modo, Amulio non avrebbe avuto rivali al trono. Rea Silvia, amata dal Dio Marte, riesce comunque ad avere due gemelli, Romolo e Remo. Amulio s’infuria e ordina ad una guardia di ucciderli. Ma la guardia non ha il Coraggio di farlo. Li mette in una cesta e li abbandona sul fiume Tevere. I gemelli vengono allattati da una lupa e in seguito allevati da un pastore chiamato Faustolo. Quando diventano adulti, Romolo e Remo scoprono le loro origini, e così ritornarono ad Albalonga per uccidere Amulio e liberare Rea Silvia. Poi decidono di costruire una città tutta loro. I due, però non riescono ad accordarsi sul luogo dove costruirla e così si affidano al volere degli dei. Romolo vince e mentre traccia il solco sul quale sorgerà la città, viene infastidito e preso in giro da Remo a tal punto che questi lo uccide. Romolo fonda Roma e diviene il primo re della sua città. Il simbolo di Roma, ha origine da questa leggenda. BY AMERIE GALVIN GRADE 8, ITALIAN AS AN ADDITIONAL LANGUAGE (IAL) !4 RIS REPORT APRIL La Moda Italiana ISSUE 39 BY ANGELIKA RUTAR GRADE 8, IAL La moda è sempre stata una parte importante della cultura italiana ed è considerata come une delle più importanti del mondo. I centri principali della moda italiana sono Milano, Roma e Firenze. Coveri, Roberto Cavalli, Salvatore Ferragamo, Patrizia Pepe, Emilio Pucci, Ermanno Scervino. Il 12 febbraio 1951 Giovanni Battista Giorgini (1898-1971) organizzò nella propria residenza fiorentina – Villa Torri Giani – una sfilata alla quale si fa convenzionalmente risalire la nascita della moda italiana. FLOWER POWER lo stile flower power è sempre una grande certezza. Fiori grandi e piccoli, coloratissimi o “black and white” sono il simbolo della stagione che arriva. ROMA Roma è considerata come la capitale della moda. Importanti case di moda di lusso, e gioielli, come Bulgari, Fendi, Gattinoni, Renato Balestra e Laura Biagiotti hanno sede o sono state fondate a Roma. Inoltre, anche grandi nomi internazionali come Chanel, Dior, Prada, Dolce & Gabbana, Gucci, Max Mara, Ferragamo, Armani e Versace hanno boutiq ue di lusso a Roma. MILANO Nel 2009 Milano veniva considerata la capitale della moda. La maggior parte delle grandi firme della moda italiana, come Valentino, Versace, Prada, Armani, Etro, Bottega Veneta, Ermenegildo Zegna, Trussardi, Moschino e Dolce & Gabbana hanno sede a Milano. Due volte all'anno, a Milano si tiene la settimana della moda. L'area dove la moda milanese è maggiormente presente è il cosiddetto quadrilatero della moda. FIRENZE Firenze ha una grande tradizione nella moda. A Firenze c’è per lo più la moda nazionale e tradizionale. Forse non tutti sanno che la moda italiana è nata ufficialmente a Firenze. La città vanta stilisti del calibro di Gucci, Enrico Le tendenze moda della primavera-estate 2015 DENIM ALL OVER Il jeans da indossare con disinvoltura su pantaloni ma anche su jumpsuit, bluse e giacchine avvitate. GIPSY Uno stile perfetto per l’estate, fatto di lunghi abiti fluttuanti, stampe colorate, gonne leggerissime, e tanta voglia di vacanze. BLAZER Il ritorno di un grande classico, dà subito un tocco bon ton a qualsiasi look. GOLD FEVER Non sarà oro tutto quello che luccica ma la febbre che ci colpirà la prossima stagione sarà decisamente autentica. PITONE Il serpente ci tenterà anche questa stagione con capi, spolverini e total look dal grande effetto. Per le più timide consigliamo le nuance più chiare o sobri abbinamenti. PIZZI Uno stile romanticissimo adatto a tutte. Per sdrammatizzarlo basta un tocco “a contrasto”: un paio di bikers rock o una giacca in denim. VICHY PER TUTTE il quadretto più amato dalle star degli anni Sessanta come Brigitte Bardot torna in tutto il suo splendore per uno stile chic e fresco da sfoggiare sempre: dall’ufficio all’aperitivo! RIGHE Le righe continueranno ad essere un must. La novità? Indossarle in versione “total look”. Ho trovato alcune notizie su internet e altre sulle riviste di moda. Ce ne sono tantissime! Mi sono divertita tanto. All’inizio ho avuto qualche difficoltà, ma poi all’improvviso era come se qualcuno mi stesse mandando tutte le informazioni. Spero che la moda rimarrà nel mondo per sempre, perché alcune creazioni sono davvero incredibili. Inoltre spero che gli stilisti continuino creare modelli meravigliosi. !5 RIS REPORT APRIL ISSUE 39 RIS Celebrates Earth Week ‘Feeding the Planet, Energy for Life’ The core theme for the Milan EXPO provided a framework for teaching and learning during ‘Earth Week’ (20-24 April), which marked the beginning of the Environmental Project at RIS. Earth Day’s 45th Anniversary was celebrated by wearing green to raise awareness of key environmental issues, which in turn raised 148 Euro for the Project Fund. The Eco-Committee will have fiscal responsibility for the fund and, in consultation with the student body, will decide which initiatives will be supported. their exhibition space to showcase work linked to their sub-theme. ‘Pavilions’ displayed models, posters and evidence collected on the school’s environmental performance in areas including ‘Energy’, ‘Transport and Travel’, ‘Biodiversity’, ‘and ‘Food and the Environment’. ‘Taking Action’ The school grounds became an ‘outdoor classroom’ where pupils participated in learning experiences in literacy, numeracy and art. This contributed to a reduction in energy consumption and developed an appreciation of the natural environment. ‘Students Educating Students’ The week concluded with the RIS EXPO which What Now? The next phase of the project is to analyse the information and evidence gathered during Earth Week to devise an Action Plan which will outline targets to improve the school’s environmental performance. The Eco-Committee will be responsible for the creation of the Action Plan and will devise strategies to achieve targets set, as well as monitor and evaluate these regularly. Thank you to staff, parents and pupils for making the first phase of the Environmental Project a huge success. provided a forum for students to share their knowledge, research and ideas. Each class used BY MS MCLEAN TEACHER OF GRADE 2 ENVIRONMENTAL PROJECT COORDINATOR !6 RIS REPORT APRIL ISSUE 39 Elementary Talent Show A talent show is a great way to celebrate the performing talents of students, they are fun, involve the community, and give students a chance to show off their non academic skills. It also allows the children to be risk takers and it is a wonderful team building experience. At RIS after more than a month of auditions and great excitement we had our talent show in April, it was a celebration we shared with pupils, parents and teachers, all of whom enjoyed the performances by Grades 3,4,5 and 6 students. The acts ranged from dancing, gymnastics, singing, miming, playing the piano and drums to having our very own DJ and presenter! BY MRS DORIANO EARLY YEARS / ELEMENTARY VICE PRINCIPAL We are so proud of our students who showed skill and determination in their performances. Click on the titles below to watch a selection of the video performances: Dance performances: Carlotta & Giulia (Grade 5C) Piano: Mika (Grade 6) Hee Ju (Grade 6) Piano and Drums: Francesco and Carlo (Grade 5C) Mime: Carlotta & Beatrice (Grade 3P) Singing: Nina (Grade 5M) Update from Grade 4 Grade 4K have been very creative in art in the last few weeks. We have been creating beautiful quilled birds and bumble bees as part of our unit on Sharing the Planet, which involves looking at different species of animals and how we can interact with them in a thoughtful and resourceful way. BY MR KNIGHT TEACHER OF GRADE 4 !7 RIS REPORT APRIL ISSUE 39 French High School Update Mélangeons-nous! Film, Literature and French language in Grade 12 French IB students are currently studying the concept of subcultures, looking into the contemporary issue of the French banlieues. They are reflecting on the topic of cultural integration, immigration, multiculturalism, and the different cultures that live within one country. This topic is part of the IB Language B curriculum, which helps them not only to meet some of the IB learner attributes (such as being open-minded, reflective, knowledgeable and inquirers about the culture of the country) but it also gives them the opportunity to do some cross-curricular thinking (History, Literature, Citizenship for example). They have learnt how to write a film review after having studied La Haine, and are starting to study the book Le Gone du Chaâba. Grade 12 have shown great interest towards this (difficult) topic and have made good progress! Il faut bosser! Le monde du travail (Gr 12 Ab Initio) This class is open to beginners and gives them the opportunity to learn French grammar and vocabulary. They are currently learning about jobs, how to read a job advert and how to write an application letter. This has also helped them reflect on their future learning goals, such as University options, careers and what their dream job is! As part of the IB, this programme also makes sure the students work on their IB learner profile. Shanice and Wendy have recently written a very interesting article on the Travail des enfants (see page 8). Grade 10 IGCSE: Planifiez nos vacances Les vacances, la mer, le soleil, se relaxer…ou bien…partir avec la famille, visiter des musées… ou bien pourquoi pas partir en Inde ou faire un tour en chameau? Quels sont les effets, positifs et négatifs du tourisme? Décrivez votre meilleure et votre pire séjour! The Grade 10 IGCSE French class have been looking at holidays and tourism this month. The class has learnt how to produce justified comparisons, and they have learnt when to use the pluperfect vs the imperfect tense, and finally they have been reflecting on the impact of tourism. BY MS BRUNET LANGUAGES COORDINATOR !8 RIS REPORT APRIL ISSUE 39 Les Travails des Enfants Les travail des enfants est un grand problème parce qu'il y a 246 millions de petits travailleurs dans le monde âgés de 5 à 17 ans qui travaillent à plein temps. Il reste un phénomène mondial, auquel aucun pays ni aucune région n'échappe. Qui sont-ils ? On trouve des enfants qui fondent des tôles d'acier, tissent des tapis ou fabriquent des allumettes. Les ateliers sont souvent sans air et sans lumière, c’est pourquoi on les appelle les « ateliers à sueur ». La majorité des enfants travaille dans l'agriculture, ainsi que dans l'artisanat et l'industrie: manipulation des fours où coule du verre fondu ou transport, sciage et polissage d'ardoises en Inde, fabrication de tapis au Népal et au Pakistan. Par exemple, dans la photo à droite, on voit un garçon qui tisse des tissus pour faire des ballons de foot. Il est dans un pays en voie de développement, au Pakistan. Au premier plan il y a des ballons de foot pour Nike et le logo de l’équipe de foot du PSG. Il y a beaucoup d’ enfants comme lui qui font le même travail. - Les enfants travailleurs dans leur famille ou leur communauté - Les enfants prostitués. Les enfants sont abandonnés ou errants parce qu’il y a le décès ou absence permanente du père. Les solutions: Nous devons donner un enseignement gratuit. Aussi, les industries qui font travailler les enfants devraient donner de l'argent pour construire des écoles ou aider les adultes à démarrer des entreprises qui peuvent les aider. Il faut élargir la protection légale des enfants. Les filles qui participent à des tâches domestiques ne sont pas considérées au travail. Ce n’est pas juste! Ce sujet est plus important parce que le travail des enfants est cruel et inacceptable. Les enfants doivent aller à l'école et jouer, mais pas travailler comme les adultes. C'est vrai qu’ils gagnent de l'argent pour leur famille et pour la nourriture mais c'est inacceptable et injuste. C'est un travail illégal alors il est nécessaire d'arrêter ça! Les enfants travaillent parce que ils sont pauvres et les conditions de vie dans les quartiers sont difficiles sans argent. Ils sont parfois orphelins. Où travaillent-ils ? On distingue différents types d’activités qui échappent généralement a tout contrôle des autorités: - Les enfants producteurs (mines, verres, tapis) - Les enfants en esclavage pour rembourser des dettes: les enfants esclaves dès 5 ans en Afrique Pistes de réflexion et Profil de l’apprenant: Comment pourrait-‐on éliminer le travail des enfants ? Que fait UNICEF ? Comment pouvons-‐nous les aider ? Quel est le lien entre le profit des grandes entreprises comme Nike, le travail des enfants et l’éthique dans le monde du sport ? Le petit garçon tisse des ballons qui seront ensuite destinés aux plus grandes équipes de football européennes qui paient leurs joueurs des sommes astronomiques. Qu’en pensez-vous? BY SHANICE SITATI & WENDY AFOEKELU GRADE 12 IB FRENCH !9 RIS REPORT APRIL ISSUE 39 Students’ Corner In this month’s issue, Grade 9 give their thoughts on how they feel about the upcoming Terza Media, Italian examinations. Rome International School offers the best of both worlds giving students the opportunity to take international examinations as well as Italian state examinations. Students become open-minded and are exposed to different aspects the world has to offer. They also have the privilege of choosing the path they would like to follow in the future . As the Grade 11’s prepare for their IGCSE examinations too, we have a glimpse of what they are carrying in their bags as they rush from one classroom to another. Good luck to the Year 9’s, 11’s, and 13’s. BY SHANICE SITATI STUDENT LIAISON REPORTER Grade 11 & 13 start study leave Wednesday 22 April was the Grade 13’s official last day of High School and it also marked the start of their study period prior to the final IB Diploma examinations. The excitement as well as the heartfelt goodbyes were shared with the Grade 12s during a small party in the common room. They got a chance to take several photos and say their goodbyes to the teachers as well as students that they know. The Grade 11s also got to come together once again before sitting for their exams. Several friendships were made at Rome International School between both students and teachers and it was clear that leaving them behind was not going to be easy. We wish the Grade 13’s all the best in their examinations and they sure will be missed! BY SHANICE SITATI STUDENT LIAISON REPORTER Photos by Costanza Mosca !1 0 RIS REPORT APRIL ISSUE 39 Some reflections from Grade 9 Terza Media students Preparation for the Terza Media is very difficult. Fortunately there are teachers that really help me, for example maths is a difficult subject for me, but my two maths teachers are really helping me and I am catching up. - Maria Cristina Even though I feel quite stressed about the exam, I don’t think it is that difficult because if I study I will be okay. I am sure with hard work I will be reassured before I start. - Elena This is my first year in RIS and I have to say that it has helped me a lot because the teachers are very encouraging and helpful. As I prepare for the exam, the pros are that I learn Italian and prepare for an important exam. The cons are we do maths in both languages and it is can be confusing because they use different methods but apart from that I love RIS and feel ready for the exam. - Allegra So…what is in a Grade 11’s bag? Phone/Charger – To help stay in touch with family and friends by always having an extra ba:ery around just in case you run out. iPad – As a RIS student, you need an iPad during class to be able to do your school work. Wallet – To keep your IDs, keys, and cash all in one place. Notebooks – To take notes during class. Many of us sFll prefer wriFng notes down on paper than typing on iPads and laptops. Pencil case and pens – We have different coloured pens to make our notes more colorful and a:racFve. Graphic calculator -‐ You cannot breathe without it Earphones – Everyone needs to de-‐stress and relax every once in a while. Listening to music in-‐between classes is oMen the perfect soluFon. Cari Amici, la tragedia accaduta in Nepal lo scorso sabato ci ha riportato indietro nel tempo in Haiti, agli interminabili giorni di terrore e devastazione dell'emergenza terremoto. Proprio dai nostri bambini e dal nostro team in Haiti, sono arrivate le prime preghiere per questo Paese oggi in ginocchio. Come in Emilia e a Lampedusa, sentiamo il dovere di aiutare e portare soccorso. Manca acqua, cibo, energia elettrica, molti hanno perso la casa. Molti di voi ci hanno chiamato e chiesto di aiutare insieme. Chi vuole partecipare, può fare una donazione con causale "Aiutiamo il Nepal" con bonifico bancario sul conto IT 39 G 03062 34210 000000760000 o con carta di credito sul nostro sito www.nph-italia.org Le donazioni inviate in Nepal saranno spese al 100% per gli aiuti alle famiglie e ai bambini nepalesi. Grazie di cuore. Mariavittoria e tutto il team !11 RIS REPORT APRIL ISSUE 39 The Etymology of Talent When first thinking about talent I wondered why there is a neighbourhood called Talenti in Monte Sacro north east of Rome. Dr Scoppola and I speculated that it might be named after a weighing station or customs point on the Via Salaria. Salt would be weighed and taxed at these stations. In the Greek and Roman world a talent was a unit of mass, roughly equal to the mass (not weight, scientists take note) of an amphora of water. Water is remarkably heavy and amphorae are big objects. A talent is a large unit, it varied from city to city but the Roman talent was 32.3kg. Augustus reset the talent at what is now 58.9kg. The word talent in the sense of a skill or ability comes from two parables or stories in the Gospels but was also in use 1000 years earlier. Solomon received 666 talents of gold annually for the temple in Jerusalem. One wonders how these figures could be arrived at. 666 talents of gold is world over half a billion Euros! Perhaps by the time of earlier translators a talent had “morphed” into a nickname for a smaller coin, rather like a “buck” is used for the US dollar or maybe this was a deliberate exaggeration to show Solomon’s riches or the generosity of the employer. Hyperbole in early literature is fairly common, in the Sword in the Stone by T.H. White, Merlin points out to a youthful Arthur that building a round table for all his knights was a physical impossibility. Perhaps also it is a mistranslation, some sources use the Drachma instead, a much more sensible amount. A drachma show sounds very odd to us! So is Talenti named for weighing and taxing salt? Salt was extremely valuable in Roman times, hence Via Salaria and our word salary. Actually no, it is named for the Talenti family and a younger son who was killed in a car crash. The Talent family name is linked to Bernando Buontalenti (1531-1608) who painted sculpted, designed fortifications and was an expert on artillery. Buontalenti was literally “well-talented” and the name was (like so many in the Renaissance) a nickname. So in a circular way Rome’s Talenti is well-named. It reflects the skills of a Renaissance polymath and the lost talent of a life cut short in an accident. Even if it is unrelated to weighing salt it does embody the character and potential that remains as essential to personal, academic and community fulfillment today as it did millennia ago. BY ANTHONY ALLARD MIDDLE / HIGH PRINCIPAL New Summer Programmes at RIS 30 June to 31 July Courses are suitable for boys and girls from the age of 2 to teenagers and pre-university students up to the age of 19. A wide range of carefully chosen activities are on offer: from outdoor adventures to creative arts and crafts; from scientific experiments to challenging sports events; and for senior students cultural outings, lectures and seminars led by guest speakers and experts. Email: [email protected] for more information about the course structures and fees or click here to view the online programme. !1 2 RIS REPORT APRIL ISSUE 39 TO CONTRIBUTE TO THE RIS REPORT EMAIL THE EDITOR RIS report is a monthly publication by Rome International School. Registration 243/2014 as of 21/10/2014 Direttore Responsabile Maria Corbi Editor-in-Chief Tania Gobena [email protected] Rome International School Via G. Pecori Giraldi, 137 00135, Rome +39 06 84482650/1 [email protected] www.romeinternationalschool.it facebook.com/romeinternationalschool !1 3