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.
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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
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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
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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)
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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.
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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
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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
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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
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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
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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
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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
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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:
summer@romeinternationalschool.it for more information about the
course structures and fees or click here to view the online programme.
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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
tgobena@romeinternationalschool.it
Rome International School
Via G. Pecori Giraldi, 137
00135, Rome
+39 06 84482650/1 office@romeinternationalschool.it
www.romeinternationalschool.it
facebook.com/romeinternationalschool
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