RIS report Issue 23, June 2013 - www.romeinternationalschool.it

Rome International School

Final edition of

2012-2013

Grade 13 say goodbye to high school; Charity Evening & May Fair highlights; Why Global Citizenship matters

The Journey Continues

IN THIS ISSUE:

n  the  night  of  the  10th  of  June  the  school   organised   a   Charity  Evening  to  which  all  parents  were  

invited   for   an   entrance   fee   of   €80.   The  event  happened  at  the  Casina  di  Macchia  Madama,   who   donated   the   hire   of   the  venue  for  this  event.  The   evening   was   focused   on   collec?ng  funds   to   help   the   charity   organisa?on,  Fondazione   Francesca   Rava   N.P.H.   Italy.  All  the  funds  went,  as  Mr  Boragine,  Head  of   School  at  RIS   stated,   to  providing   life  saving  surgeries  at  the  St  Damien  Hospital  in  Hai?.  The   evening   began   at   19:30   with   a  selec?on   of   hors   d’oeuvres   sta?oned     in  the   garden   for   guests   to   enjoy.   Raffle  ?ckets   were   available   to   purchase   un?l  21.00,   with   the   chance   to   win   over   24  great  prizes.  Many  guests  made  offers  for  a   selec?on   of   artwork   donated   by   RIS  secondary   students,  as  part  of   the   silent  auc?on.  Nine  pain?ngs  were  divided  into  five  lots  and  the  highest  bidder   for   each  lot  was  awarded  the  pain?ngs.  

While  the  guests  seWled   into   their   seats  for   dinner,   Mr   Boragine   spoke   to   the  aWendees   to   emphasise  both   the   theme  of   the   event   and   the   importance   and  significance   this   would   have   on   the  children   of   Hai?.   Other   noteworthy  speeches   were   given   by   Mrs   Ro?,   Vice  

President  of  the  Fondazione  Rava  as  well  as   hear[elt   addresses   by   Ms   Rosalba  Forcini?,   2012   Olympic   Judo   Champion  and  Admiral  Giuseppe  De  Giorgi,  Chief  of  Staff,   Italian   Navy.   The  Admiral  spoke  to    guests  about  the  navy’s  role  in  providing  relief  to  the  people  in  Hai?.  

A_er   these   speeches,   guests   were  treated   to   a   three-­‐course   dinner   a_er-­‐which  the  evening’s  entertainment  began  with  Mr  Dario  Vergassola.  

The   raffle   draw   was   held   at   23:00   and  several  people  won  great  prizes  including  family   weekends   away.   The   winners   of  the   silent   auc?on  were   also   announced,  and  the  respec?ve  winners  received  their  new  works  of  art.  The  evening   concluded  with  music  played  by  the  skilled  DJ.  

Thanks   to   all   the   generous   par?cipants  and   sponsors,  €4,500  will  be   donated  to  the  St  Damien  Hospital  in  Hai?,  meaning  that  10  life-­‐saving  surgeries  are  assured.    

Photo   highlights   from   the   event   are  available  on  our  website.  

BY  TOMMASO  TILLIGRADE  12

On   23   May,   in   his   report   at   the   annual  general   mee?ng   of   Confindustria,   the  confedera?on   of   Italian   industry,   president  Giorgio   Squinzi   stated   the  need   for   a  “non-­‐ritualis?c   vision   and   project   on   schools   and  educa?on  that   must   be   abreast   of  the  ?mes  and   of   a   larger,   faster   and   more   mobile  world”.   According   to   Squinzi,   this   is   one   of  the   pillars   on   which   development   policies  must   be  based.  He  is  not   the  only  person  to  think  along  these  lines.  On  the  White  House  official  website,  President  Barack  Obama  says  “If  we  want  America  to  lead  the  21st  century,  nothing   is   more   important   than   giving  everyone  the  best   educa?on  possible  –   from  the  day  they  start   preschool   to  the  day  they  start  their  career.”  This  similarity  of   views,   in   terms  of   policies,  on   both   sides   of   the  Atlan?c,   and   between  two  people  who  have  such  different  roles  and  responsibili?es,   once   again   reminds   us   that  the   best   investment   we   can   make   for   the  future   is   to   give   priority   to   our   children’s  educa?on  through  quality  schooling.  But  how  can  we   establish   that   a  school   system   (or   a  par?cular  school,  since  this  concerns  us  more  closely)   is   a   quality  one   and   abreast   of   the  ?mes?   One   indicator   of   quality   is   certainly  the   ease   in   accessing   the   job   market   or,  before   this   step,   the   desired   sphere   of  academic   specializa?on.   Therefore,   such  things   as   high   exam   grades,   a   high  percentage   of   admissions   to   the   most  p r e s ? g i o u s   u n i v e r s i ? e s   o r   a   j o b  corresponding  to  our   aspira?ons   are  all   very  important  aspects.  However,   over   and   beyond   the   possible  influences   of   variables   outside   the   school  itself,   the   above   aspects   are   actually   the  effects  of  a  school   that  works  –  they  are  the  “ends”.   They  do  not   help   us  very  much,  for  example,  if  we  wish  to  see  whether  a  certain  primary   or   middle   school   are   “of   quality”.  That   is  why  the   focus   should  actually  be  on  the  quality  of  the  “educa?onal   process”   and  on   the   elements   enabling   its   “cer?fica?on”:  the   possibility   of   breaking   down   and   of  ‘objec?vising’   the   phases   of   the   process  (including   the   design   phase),   the   standards  and  minimum  requirements  for  each  phase,  a  defini?on  of   the  aims,  the  traceability  of   the  study   path,   a   targeted   management   of  anomalies,   an   appropriate   training   and  forma?on   of   resources,   and   the   systema?c  evalua?on   of   the   efficiency  of   independent  third   par?es.  What   I   am   describing   here   is  none   other   than   the   framework  of   the   IBO  for   the   various   school   levels.   One   of   its  strengths  is  adop?ng  (more   or   less  explicitly  so)   a   system   of   mobile   standards   that  systema?cally  move   ahead   as   a   func?on   of  the  changes  taking  place  in  society,  in  the  job  market,  and   in   science  and  technology.  That  is  why  we  are  proud  that  RIS  is   an   IB  World  School.

Ivano  BoragineHead  of  School  2

This is why IB means quality Charity Evening 2013

An evening of solidarity & fun

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Mr Boragine on stage with Mr Vergassola

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n Thursday 13 June, Grades 7 and 8 performed their version of "Grease", with the addition

of an A-Z of historical and cultural events from the 50's at Teatro Euclide.

The performance was fantastic! Students gave their absolute best and the show was a triumph of acting, singing and dancing, filled with colour, music, humour and originality.

As director of the show I felt extremely proud of the effort which the students made and the whole experience reaffirms my passionate belief that Drama and indeed the Arts in general in schools play a very important role in the education and development of children.

I would like to congratulate ALL the students who took part in the show and I would also like to thank the support of staff and parents.

Click here to see the photos!

Reasons to be proud

It   is   difficult   to   sum   up   all   of   the   events,  developments   and   achievements   of   the   last  academic   year.   So   many   things   happen   in   a  school,   an?cipated   and   unexpected,  planned  and   unrehearsed,   that   a   precise   account   is  almost   impossible.  A   school   is  a   truly  unique  environment,  where   the   concrete   day  to  day  work   is   forever   connected   to   the   infinitely  human.   Each   day   is   different   because  individuals   are   different.   Each   day   can   be  unpredictable   because   so   are   people  some?mes!   However,   in   terms   of   our   set  goals   we   can   certainly   reflect   that   we   have  achieved   a   great   deal   over   the   last   ten  months.We   are   now   authorised   for   IGCSE   through  Cambridge   University.   This   is   a   great   step  forward   in   terms  of   the   interna?onal   profile  of  the  school.  The  UK  GCSE  system  has  served  us  well,  however   it   is  ?me  to    use   a  syllabus  with  a  more   interna?onal   outlook  and   set   of  resources.   This   will   help   us   work   towards  making  sure    our  curriculum  represents  a  real  con?nuum,   leading   from   PYP   in   the   primary  school   right   through   to   the   Interna?onal  Baccalaureate  Diploma  in  the  final  two  years.The   work   with   our   charity   partners   has  con?nued   successfully   throughout   the   year  and   the   CAS  programme  has   shown   that   our  students   can   engage   in   meaningful   and  purposeful   work   within   and   outside   our  school   community.  The  students  have  shown  responsibility,   commitment   and   a   posi?ve  aqtude,   which   is   what   the   programme   is  really  all  about.Our   students   have   once   again   been   offered  places  at  university  across  Europe  and   in   the  Unites   States  and   Canada.  This   endorses   the  fact   that  the  way  RIS  approaches  the  delivery  of   the   IB   Diploma   really   helps   create   a   vast  range   of   opportuni?es   and   possibili?es   in  terms  of  higher   levels  of  study.  Educa?on,  like  everything   else,   is   a   global   market   and   our  students  have  shown  the  necessary  academic  ability   and   the   spirit   of   enterprise   to   really  take  advantage  of  this  fact.  But   perhaps   most   of   all,   what   we   have  achieved   this  year   is  to   cement   the   fact   that  we   are   a   suppor?ve,   inclusive   and   caring  school.  A   school   that   treats   every  student  as  an  individual  and  every  individual  as  a  learner.  Our   gradua?ng  grade   13  class  will   be  missed  and   their   posi?ve   par?ng   words   about   our  staff   and   our   approach   is   probably   the   best  tes?mony   to   a   successful   year   that   a   school  can  hope  for.  

William  IrelandPrincipal,  Middle  and  High  School

Deputy  Head  of  School

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GREASE A musical performance by

grades 7 and 8 BY VICTORIA CHAPMAN

DRAMA TEACHER

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es   bienfaits:   pourquoi   praEquer   une   acEvité   physique?Mens  sana   in   corpore   sano   -­‐   Un   esprit   sain  dans  un   corps  sain….   Le   sport   est   bénéfique   aussi   bien   au   corps   qu’au  

mental.   En   effet,   il   est   reconnu   que   pra?quer   un   sport   de   façon  régulière  permet  de  prévenir  les  risques  de  décès  prématuré.  

C’est   aussi   un   moyen   fantas?que   pour   évacuer   le   stress   et   se  délasser.  Et,  lorsqu’on  se  sent  mieux  dans  son  corps…cela  influence  de  façon  posi?ve  notre  moral  et  notre  percep?on  personnelle.

En   second   lieu,   le   sport   permet   l’acquisi?on   de   compétences  humaines   et   sociales.   Il   permet   en   effet   de   se   confronter   aux  autres,  de  se  fixer  des  objec?fs  et  de   travailler  pour  les  aWeindre,  de  dépasser   ses   limites   aussi.   Les   sports  d’équipe   permeWent  de  ?sser  des  liens  avec  autrui  et  de  travailler  collabora?vement  autour  d’un  même  objec?f.

Puis,  le  sport  peut  être  vu  comme  un  moyen  d’ascension  sociale.  En  France,  la  majeure  par?e  des  enfants  qui  proviennent  de  quar?ers  défavorisés  jouent  au  football,  et  rêvent  de  devenir  le  futur  Zidane.  Un  bon  modèle  auquel  s’iden?fier.

Sans  oublier,  que   le  sport  nous  enseigne  la  no?on   de  fair-­‐play:   le  respect  de  l’adversaire,  des  règles  et  savoir  perdre.

Hélas,   le  monde   du   sport   a   aussi   ses   côtés   obscurs.   Il   suffit   de  penser  à  quelques  scandales  et  aberra?ons  liés  au  monde  spor?f.  

Tout  d’abord,  croyez-­‐vous  qu’il  soit  normal  que  le  salaire  annuel  d’une  travailleuse  du  tex?le  au   Cambodge  représente  0,0009  %  du  bénéfice  annuel  de  la  mul?na?onale  qui  l’emploie   ?   Que  vous   inspire   le   salaire  de  Cris?ano   Ronaldo:   selon   Futebol   Finance,  

Cris?ano   Ronaldo   est   devenu   le   footballeur  dont   le  salaire  est   le  plus  élevé  au  monde  avec…  1,083  million  d'  euros   par   mois   !   Dans   les   ateliers   de   misère,   les   pe?tes  mains  touchent  en  moyenne    40  dollars  par  mois…

Ensuite,  le  racisme  et  la  violence  dans  les  stades.  En  France,  il  existe  la  no?on  d’interdit  de  stade,  qui  vise  notamment  à  luWer  contre  les  violences,  le  hooliganisme  et  le  racisme  dans  le  sport,  en  par?culier  dans  le   football.    On  voit  hélas  parfois  des  drapeaux  Nazis  ou  des  supporters   lançent   des   bananes   sur   le   terrain   de   foot   lorqu’un  adversaire  de  couleur  noire  touche  le  ballon!  C’est  inacceptable  et  va  à  l’encontre  des  valeurs  spor?ves,  de  respect  de  l’autre.  

Enfin,   le   dopage.   Récemment,   le  scandale   autour   du   Tour   de   France   et  Lance   Amstrong   a   remis   en   ques?on  l’éthique   spor?ve.   Mais  à  qui   la   faute?  Un   peu   à   tout   le  monde:   au   spor?f   lui-­‐même   bien   sûr   qui   ne   respecte   pas   le  code  de  conduite  spor?ve  en  trichant,  à  tout  l’entourage  spor?f  et  aux  médecins,  qui  par  leur  complicité,  ne  font  qu’encourager   le  dopage.  La  faute  aussi  aux  médias  et  à  nous,  public:  toujours  plus  haut,  toujours  plus  fort,  c’est  la  gagne  à  tout  prix.  Or,  ne  demandons-­‐nous  pas  parfois  un  effort  surhumain  à  ces  spor?fs  de  haut  niveau?

En   conclusion,   on   peut   dire   qu’il   est   important   que   l’éduca?on  physique  fasse  toujours  par?e  de  l’emploi  du  temps  des  écoliers  en  France,  car  ceWe  ma?ère  scolaire  procure  un  bien  être  physique  et  moral.  

On  peut  espérer  que  le  dopage  cesse,  car  sinon  à  quoi  bon  voir  des  records  truqués?  Bien  que  le  culte  de  la  performance  fasse  par?e  intégrante  de  notre  société  actuelle  n’est-­‐il  pas  aussi  essen?el  que  tout   pe?t,   on   comprenne   que…l’important   ce   n’est   pas   gagner,  mais  bien  par?ciper?

i http://www.sports.gouv.fr/IMG/pdf/Stat_Info_no11-02_de_novembre_2011.pdf

ii Cordula Sandwald - Cordula Sandwald a écrit le dossier Le sport, enjeu global à l’occasion

de l’année internationale du sport et de l’éducation physique pour la Coopération suisse,

Alliance Sud et Education et Développement.

iii Cordula Sandwald

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65%  des  Français  déclarent  praEquer  régulièrement  une  acEvité  physique,  au  moins  une  fois  par  semaine.  Parmi  les  sports  les   plus   populaires,   on  trouve:   la   marche,   les   sports   de  nage,   le  vélo,   la   gymnasEque,  la   course,   le  ski  et  le  football.   En  classe  de  Grade  12,  nous  avons  étudié  “le  monde  du  sport”,  en  analysant  les  bienfaits  du  sport  mais  aussi  ses  dessous…

Article sur le monde du sport

PAR CLAUDIA, VIRGINIA, LIVIA ET MISS BRUNET

cristiano-ronaldo.org

ur May Fair was wonderful, we enjoyed it a lot and everybody who came enjoyed it too! There were a lot of shops and games, there was a special entertainer called Ciccialsugo

who all the kids liked and we thought he did a great job. Hopefully he will come again next year. This Mayfair was special because we had lots of shops and food. Everyone went away happy.The stalls sold very useful things like books and very good toys. The money that was collected will go to help little kids that are sick or who have a difficult life.

There were shops like the nail polish stall, jewellery stands and finally the makeup stall which every girl wanted to go to! The grade 6 students did well! Some mums helped with the food and drink stalls and they also did a great job. Everybody needs to say thank you to the teachers because it was thanks to their help, as well as all that of the students and parents, which helped make the May Fair so successful!Click here to view the photo gallery!

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Our wonderful May Fair BY GOVHAR & AIZHAR

GRADE 5M

greater focus on inquiry based education this year has given our students more control over their own learning. Students understand that the

learning is not only in the finished product, but in the process or journey they take to get to the final product - the conversations, the problem solving and the negotiating. Tracking these conversations is always hard, but if you sit in and observe, you will hear the rich discussions that take place.

Positive educational outcomes are the result of the work of a large number of people: the students prepared to take a risk and commit to their own learning; the parents who teach more to their children through their daily dealings, than we ever could in the short time they are exposed to us; the management team and admin staff who are on the front line and provide all the information to parents and students regarding the day to day running of the school; the auxiliary staff, who work in the background to support all good teaching and learning practices; the teacher aides who provide support for our students and teachers, doing jobs well beyond the call of duty; the janitors and lunch ladies who look after the hygiene and safety of the school.

It is the teachers however, who provide the programmes and the wonder, into which our students become

immersed. They are the glue that really holds it all together. Teaching is not a 9 to 5 job. It is a job that goes home with you in the evenings, is with you on the weekends and is even taken with you on holidays. It is dedication.

As well as being teachers, our teachers are also mentors, first aiders, coaches, computer whizzes, counsellors, peace negotiators, toilet trainers, advocates and friends. Their job is huge. It is ever changing, dynamic, and much of the time, thankless. So I would like to thank the team we have here at RIS for all the inspiration they have provided for your children this year.

For our departing staff, I would like to thank them for all they have contributed to our school in their time with us. I know they will continue their journeys of professional growth, richer, for the experience of being a part of the RIS school community. To our Grade 6 students, wherever your future leads you, I will be watching and cheering for you. I am looking forward to updates from your lives and seeing where your education leads.

Lastly, to all the families of RIS, I wish you safe and exciting summer holidays.

A

Our special communityA collaborative approach enriches learning

BY PATRICIA MARTIN-SMITHEARLY YEARS & ELEMENTARY PRINCIPAL

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BY CHIARA TABETUNIVERSITY ADVISER & IB DP COORDINATOR

n   Thursday   23   May,   at   17.00   sharp,   Rome  InternaEonal   School’s   third   graduaEon   ceremony  began.   Twenty-­‐four   students   stood   behind   the  

curtains,  while  Sherida  Jarre_’s  beauEful  voice  opened  the  ceremony.  When  the  curtains  opened,  the  graduaEng  class  of   2013   impressed   the   audience   with   their   cheerfulness  and  professionalism  as  they  led  the  ceremony.  

These  twenty-­‐four  students  finished  their  IB  exams  two  days  before   the  ceremony.   They   were  all  ?red,   but   showed   up  early   in  the  morning,   for  rehearsals.  All  of  them  worked  on  their  speeches,  prac?ced  them,  planned  and  thought  about  their  contribu?on  to  the  ceremony.  All  of  them,  once  again,  worked  together  to  make  the  ceremony  a  success,  and  had  fun  in  the  process.

As  they  were  on  stage,  as  the  audience  enjoyed  the  result  of  their   hard  work,   as  what   could  be  seen  was  elegance  and  smiles  and  well-­‐recited   speeches,   one   thing,   not   visible  to  the  eye,   was  especially   striking.   Beyond   their   smiles,   their  acknowledgment   of   an   important   end,   their   being   blinded  by   the   stage   lights   (in   some   cases   literally)   was   also   an  acknowledgement   of   the   importance   of   the   process,   of  making   a   difference   here   and   now,   and   –   as  one  of   the  speeches  cited  –   not   just   in   the   ‘extraordinary   moments’,  which  are  temporary  conclusions,  pauses  in  the  open-­‐ended  journey   that   shapes   us   as   we   learn   and   progress.   They  acknowledged   this  during   the   rehearsals,   by   enjoying   the  prepara?on  as  much  as  the  show  itself.  They  acknowledged  this  during  the  academic  year  by  working  on  their  University  

choices.   They   acknowledged   this   throughout   their   IB   DP,  GCSEs,  middle  and  elementary  school  studies:  it  was  always  being   there   –   in   the   classroom,   in   London   for   a   history  inves?ga?on,  ac?ng  on  stage,  helping  out  for  last  year’s  Gala  dinner   –   that   was   important.   Truly   being   there,   for   each  other,   for   themselves   and   for   their   teachers,   for   their  families   and   for   the   less   fortunate,   was   what   made   a  difference.  

This   is   not   to   say   that   results   and   conclusions   are  unimportant.  We  are  especially   proud  of  our   students  this  year:   they   all  received  excellent  university   offers,   including  some   from   UCL   and   Russell   group   universi?es   such   as  Exeter,   Edinburgh   and   Brunel  –   with   no   student   receiving  less  than  three  offers  (a  true  record).  We  are  proud  of  every  single  test   on  which   they   did  well,   and  every   single  award  they   received.  We  are  proud  of  Beatriz  Tellez,  to  whom  the  AWAR  global  ci?zenship  award  was  given.  We  are  proud  of  Hester   Ireland   and   Raul   Cohen,   who   won   an   academic  excellence   award.   We   are  proud   of   Lintle   Mokake,   Paolo  Marro,   Kosmas   Preponis,   Leonardo   Scheqni   and   ViWoria  Notarbartolo,   who  were  each  awarded  a  prize  during   the  ceremony.  And  we  are  proud  of   every   single  achievement,  academic   and   non-­‐academic,   of   Lorenzo   Men?ni,   MaWeo  Marcolini,  Massimilla  Dussoni,  Bianca  di  Simone,  Anna  Rose,  Andrea  Borzelli,  MaWeo  Marcolini,  Giulio  de  Cadilhac,  Jessica  Haile-­‐Selassie,   Gianlupo   Os?,   Enrico   dal   Cin,   Salehin  Mahbub,   Giovanni   Astarita,   Filippo   Cappella,   Francesco  Mancini  Caterini  and  Iacopo  Micangeli.

O

Continuing the Journey

But   we   are   especially   proud  of   their   journey.   I   believe   it  wasn’t  by  chance  that  all  the  ins?tu?onal  speeches,  given  by  Avv.   Boragine,   Dr   Ireland,   Ms   Brunet,   Dr   Orbison   and  Dr  Tabet  during  the  ceremony,   as  well  as  Mrs  Cini’s  speech  on  behalf   of   the   American   Women’s   Associa?on   in   Rome  (AWAR),   were,   directly   or   indirectly,   ?ed   to  the   theme  of  travelling.  

Through   the   words  of   Buddhist   philosophers,   Italian   and  American   writers   and   Greek   poets,   all   cited   by   these  speeches,   the  message   at   the  heart   of   the   ceremony   was  one   that   our   gradua?ng   class   has   learnt   well:   enjoy   the  journey,  always  be  yourself  –  and  dare  to  make  a  difference  –  through  every   step  of  it.  Learn  through  every   experience,  every   person,   every   idea  you  encounter.   Be  brave,   as  true  travellers  are,   and   look   beyond   appearances  since,   as  Ms  Brunet   put   it,   ‘trust   is   colour   blind   and   knows   no  geographical  boundaries’.

Our   goodbye  for   this  gradua?ng   class,   then,   is  also  a  wish:  that  every  end  be  a  beginning.   In  the  words  of  C.P.  Cavafy,  quoted   by   Avvocato   Boragine   in   his   speech   during   the  ceremony:

Have  Ithaka  always  in  your  mind.Your  arrival  there  is  what  you  are  des?ned  for.

But  don't  in  the  least  hurry  the  journey.BeWer  it  last  for  years,

so  that  when  you  reach  the  island  you  are  old,

rich  with  all  you  have  gained  on  the  way,not  expec?ng  Ithaka  to  give  you  wealth.

(…)  

And  if  you  find  her  poor,  Ithaka  hasn't  deceived  you.So  wise  you  will  have  become,  of  such  experience,

that  you  will  have  understood  by  then  what  these  Ithakas  mean.  

Grade 13 receive record uni offers!

“We are pleased to confirm that all grade 13 students have received university offers ranging from a minimum of two and maximum of eight per students! This year our students have applied to and received offers from universities in Italy, the UK, USA, Canada, Switzerland, South Africa and Turkey. Well done to all of them!”

- 31 May 2013

In 2012, overall acceptance of our students into HEIs was 100%.

Additional Resources

- Get an overview of the RIS High School curriculum- Hear what a former student has to say about her

High School experience - Learn how we work with each student to guide them

through the university application process.

What   we   call   the   beginning   is   o@en   the   end.   And   to   make   an   end   is   to   make   a  beginning.  The  end  is  where  we  start  from.

-­‐  T.  S.  Eliot  

7

When  you  set  out  for  Ithakaask  that  your  way  be  long,

full  of  adventure,  full  of  discovery.Laistrygonians  and  Cyclops,

angry  Poseidon  -­‐  do  not  fear  them:such  as  these  you  will  never  findas  long  as  your  thought  is  lo_y,  

as  long  as  a  rare  emo?on  touches  your  spirit  and  your  body.

(…)

8

RIS report is a monthly publication by Rome International School.

RIS report

lobal citizenship is now an area of the curriculum which is becoming an i n c reas ing l y

important feature of our learning in the 21st century. I t i s a t e r m w h i c h h a s m a ny connotat ions and therefore the interpretation of its definition and people’s views of global citizenship are many. Oxfam Education Association is working to promote the idea that “we are cit izens of the globe to an acknowledgement of our responsibilities both to each other and to the Earth itself.”1 Global citizenship encourages the understanding of the need to tackle injustice and inequalities, the desire and ability to work actively to obtain set targets, valuing the Earth’s resources and safeguarding these for the future generations. A recent article by Richard Kind, a journalist who works for Oxfam wrote in the Guardian about the need for teachers to actively encourage global citizenship. His article entitled “The 10 tips to promote global citizenship in the classroom” 2 provides teachers with various projects and resources which they can use in assemblies, plus activities and goals to support the global citizen in the classroom. He lists, fully describes and discusses each point by emphasizing its importance in order to achieve this fundamental goal. In my opinion the most crucial point he supports is to invite and encourage children to challenge the perceptions about the wor ld a round them. Perception is how we see the world, our sensory experience of what and who

surrounds us. It is through the perceptual process that we gain knowledge about the properties and elements of the environment that are critical to our survival. Perception a l l o w s u s n o t o n l y t o c r e a t e experiences but also to interact within our environment. The problems with perception are the limitations of our human knowledge and the bias of our ideas and beliefs. We can never fully picture anything without having personally experienced the incident and it is inevitable that our view is biased. Richard Kind insists on the idea of perception as being essential. He insists pupils must be taught about the limitations of perception in order to overcome these. They must be fed with knowledge about global issues, social a nd cu l t u ra l b a ckg r ounds and worldwide organisations. A good tool says Mr Kind, “is the development compass rose which prompts thinking about the political, social, economic and environmental aspect of any issue.”3 As Friedrich Nietzsche stated: “all things are subject to interpretation. Whichever interpretation prevails at a given time is a function of power and not truth.” Perception is a key ingredient to strive for global citizenship in our community.

1 http://goodworkorgoodtimes.wordpress.com/what-is-

global-citizenship/

2 http://www.guardian.co.uk/teacher-network/2012/nov/

09/global-citizenship-10-teaching-tips

3 IBID

G

RegistrationRegistrazione n. 476 del 31/12/10

Direttore ResponsabileMaria Corbi

Editor-in-ChiefTania Gobenatgobena@romeinternationalschool.it

Graphic designTania Gobena

Rome International SchoolVia Panama 2500198, Rome+39 06 84482650/1office@romeinternationalschool.itwww.romeinternationalschool.it facebook.com/romeinternationalschool

If we believe,we can make a

difference BY CLAUDIA ZACCARI

GRADE 12

Global Citizenship