eISF The Newsletter of the International School of Florence

C A SCreativity, Activity, Service

October 2015 - Volume 42

Head of School Message Dear Parents,

One realm of experience that offers various cultural interpretations is the phenomenon of waiting in line (US), queuing (UK) or facendo la coda (IT). When I first moved to Italy, I experienced numerous stressful moments because my concept of waiting in line was just that – standing in a single, STRAIGHT line directly in front of the desired clerk’s window and moving forward with small, precise and STRAIGHT steps – and the reality before my eyes had an entirely different shape. My initial anxiety was allayed when I

realized that everyone present, regardless of the shape of the queue, had a mental map of precisely who was next and who wasn’t, and that everyone would reach their desired window regardless. Unlike our students at ISF, I hadn’t encountered enough interpretations of a single concept to know that there are multiple ways of reaching the same goal. This issue of our newsletter illustrates how students at ISF are challenged to consider things from another point of view. Part of that includes challenging oneself to try something new, which, as you will see, may take many shapes and forms.

In addition to our newsletter, I would like to call your attention to our weekly Junior School and Upper School communications (Mr. Donnellan’s Weekly Message and the Upper School Friday Information Flash), which include information about events and initiatives at the two schools. The Parent Association is launching an online informational site soon, and the Board is hosting a Meet

the Board evening on October 28th. My hope is that all these initiatives will help in keeping you informed of all the ways we seek to support your children’s growth at ISF!

Warm regards, Debra Williams Gualandi

News from the School Board

Meet The Board We on the Board are happy to invite our ISF community to our annual Meet the Board event on 28 October at 7pm. This year we will present our committee work as organized through the Strategic Plan. Our newest strategic initiative is to get YOU involved! We want to hear from you,especially in the strategic areas of Facilities and Marketing. What does that mean? It means tell us about your fundraising ideas and experience. Let us know if you see a marketing or real estate opportunity in Florence. We are re-organizing our board website link and setting up an online Suggestion Box. You can post your suggestion, comment or concern that will go to Mary Louise Culpepper, Board Secretary, who will then process it to the relevant strategic planning team. Questions can also be submitted in advance for Meet the Board. Look for a “real" suggestion box (the cardboard kind) at Parent/Teacher conferences. We look forward to seeing many of you on the 28th!

I membri del Consiglio di Amministrazione sono lieti di invitare la comunità ISF all’incontro annuale Meet the Board il 28 ottobre alle 19:00. Quest’anno presenteremo il lavoro svolto dal comitato come da Piano Strategico. Il nostro nuovo obiettivo strategico è quello di coinvolgerVI! Vogliamo sentire da voi specialmente nell’area strategica del Marketing e delle Strutture. Che cosa significa? Che vogliamo sapere le vostre idee ed esperienza sulla raccolta fondi oppure farci sapere se avete un buon contatto immobiliare per il nuovo

campus. Stiamo riorganizzando la pagina dedicata al Board sul sito web della scuola, dove avremo uno spazio per i suggerimenti. Potrete fare una segnalazione, commento o esprimere una preoccupazione che sarà ricevuta da Mary Louise Culpepper, Segretaria del Consiglio, che provvederà a inoltrarla al membro preposto. Le domande potranno essere depositate anche prima dell’incontro Meet the Board. Durante i colloqui con i genitori ci sarà una scatola per i suggerimenti/domande. Vi aspettiamo numerosi il 28!

SAVE THE DATE

MEET THE BOARD - OCTOBER 28TH - 7 PM

VILLA TORRI DI GATTAIA

THE NATURE OF C A S CREATIVITY . ACTIVITY . SERVICE

…if you believe in something, you must not just think or talk or write, but must act.” (Peterson 2003)

CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the PYP and MYP.

CAS is organized around the three strands of creativity, activity and service defined as follows.

• Creativity—exploring and extending ideas leading to an original or interpretive product or performance

• Activity—physical exertion contributing to a healthy lifestyle

• Service—collaborative and reciprocal engagement with the community in response to an authentic need

As a shining beacon of our values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background.

The school and students must give CAS as much importance as any other element of the Diploma Programme and ensure sufficient time is allocated for engagement in the CAS programme. The CAS stages offer a helpful and supportive framework and continuum of process for CAS students.

Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven learning outcomes.

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed.

Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome.

Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or may be an extended series of events.

Further, students undertake a CAS project of at least one month’s duration that challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. The CAS project can address any single strand of CAS, or combine two or all three strands.

Students use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project.

There are three formal documented interviews students must have with their CAS coordinator/adviser. The first interview is at the beginning of the CAS programme, the second at the end of the first year, and the third interview is at the end of the CAS programme.

CAS emphasizes reflection which is central to building a deep and rich experience in CAS. Reflection informs students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and consider how they may use prior learning in new contexts.

(IBO CAS Guide)

This year, ISF CAS students continue to use ManageBac to record their reflections, and as a means of communicating with the CAS Coordinator, and for Supervisors to give Reviews of completed CAS Experiences and Projects. We continue to work closely with many local organizations in order to address the three strands of CAS, and for students to achieve each of the Learning Outcomes. Examples of such organizations are:

• Angeli del Bello http://www.angelidelbello.org/

• Angelo per un Giorno http://www.angeliperungiorno.it/

• Corri la Vita http://www.corrilavita.it/

• LILT http://www.legatumori.it/

• OXFAM http://www.oxfamitalia.org/oxfamfirenze

• Meyer Hospital http://www.meyer.it/

• Comunità di Sant ‘Egidio http://www.santegidio.org/index.php?pageID=1330&idLng=1062

In# addi'on# to#working#with# local# organiza'ons,# students# also#work# at,# or# assist#with,# extracurricular# clubs#within# the# ISF#Community:# Student#Council,#Yearbook,#THIMUN, Tuskan#Times#Newspaper#Club,#Green#Club,#Peer#Tutoring,#Choir, Hip#Hop#Club,#Heart#Pillow#Project, Art#Club,#ASIL#Sports’#League,#Global#Issues,#KniLng#Club,#Cooking#Club.##

If#you#would#like#to#assist#with#CAS#Experiences#or#Projects,#of#if#you#have#ideas#or#sugges'ons#for#new#Experiences,#please#contact#the#CAS#Coordinator,#Sue#Yiannakis,#at#s.yiannakis@isfitaly.org#

For the first time in Florence:

Exploring an even larger WorldEach and every one of us is a life-long learner. The more we acquire knowledge, the more we realise that there is still so much left to discover. For the first time in ISF history, the Upper School Student Council is hosting a TEDxYouth event to bring the spirit of TED, “ideas worth spreading,” to the ISF community.

The event will be hosted on Saturday, November 14, 2015, and include speakers ranging from ISF students to adult pundits of different fascinating fields of interest such as ethnography and linguistics. Each talk will last a maximum of 12 minutes, and most will be very concise. The event will also include musical performances and other activities to provide a broader range of experiences for the audience. The attendees will also receive customized event badges along with many other components of the event experience.

By TED rule, our event is only permitted to invite 100 spectators, offering a “privileged" TED-like experience to our attendees. However, the full event will be recorded by a professional team, and all talks and performances will be uploaded to the official TEDx YouTube channel. Shortly after the event, parents and teachers will be able to access the wonderful words and music from TEDxYouth@ISF.

We truly believe TEDxYouth@ISF will be an unforgettable experience for our school community. Our goal is to create an annual TEDx tradition of ISF, embracing a journey of knowledge that differs every time. Please feel free to email us at tedxyouth@isfitaly.org regarding any questions or concerns.

ISF High School Student Council

CAS - VIGIL FOR PEACE

For the Vigil for Peace, a commemoration for 9/11 held in the Piazza della Signoria in Central Florence, citizens were asked to present a piece in different languages in order to celebrate different backgrounds and nationalities coming together for peace.

Because of my interest in languages, I decided to present a French poem by an author that I have enjoyed reading and studying outside the school curriculum: Arthur Rimbaud. One of my favourite poems of his is entitled 'Le Dormeur du Val ' , which I presented , thinking it demonstrated the contrast between nature and a scene of war, which was unfortunately at play during 9/11. Having never presented in French before in front of so many people, I was quite nervous, but definitely very excited and heart-warmed to have had the opportunity to participate as a part of an international community in Florence.

I am appreciative of this experience on a personal level, and also think that it was a beautiful way to remember the past and work together, through art. Lara Breckon, Grade 12 Student

What do we have to save? Dewi Tudur came to ISF on a Tuesday morning, for an interview about his life, mostly about a dying language. He was born in Mold, Flintshire in 1957. He had always spoken Welsh until he was 8, when the English language was introduced in his school, in his country, and in his life.

He narrates that as time passed, he started realizing English was slowly taking over; it was replacing Welsh. During lectures, everybody spoke the “new” language, and only a few people could understand Welsh. For him, this was a form of bullying, it put pressure on him, and he became tense as he was forced to speak English.

Welsh was slowly disappearing. Most of the signs were written both in English and in Welsh. This showed racism and unfairness, because Welsh came after English in most cases. Even though Wales is a small country, its population has a huge passion for its culture and its language. Small doesn’t mean weak, as he said: “Small is good”, therefore with the power of cooperation, they sprayed all the English signs, leaving only their language: Welsh!

The same scenario happened during a rugby match. A Welsh guy sprayed on a wall: “We want Welsh television now.” The police came, and arrested 300 people, who were with the rebel. Tudur was there, he was caught too. He always wanted to help, to save and to preserve this language.

He NEVER gave up in keeping it alive. What gave him the power to continue fighting was his passion for this language. Dewi said that Welsh was everything for him; it was a part of his essence; it was a way of communication, not just words with some meanings, it was a way of expressing his feelings. In his opinion every language has a certain amount of power; powerful people use powerful words; but this power mustn’t be abused. Tudur established that nothing was worse than a dying language. Welsh started decaying until, the first Welsh programs were broadcast on the TV. When this happened, Dewi said that he wasn’t able to take his eyes off the screen. He thought that finally things would change, he was sure that the situation would turn over. Welsh would be powerful again.

Nowadays, about half a million people speak Welsh in Wales, and another thousand in Patagonia. Tudur had done what he always wanted to do; he had helped to save his first language. He’s so proud of what he did that if he could do it another time, he still would have done the exact same things.

SAVE IT - SAVE IT - SAVE IT Dewi%Tudur,%a%famous%Welsh%artist,%talks%to%ISF%about%reviving%the%Welsh%Language%

by%Gianni%Zhou,%Grade%11%IB%English

MUSIC - A SPECIAL TRUMPET LESSON

Renown trumpetist Matteo Spolveri came to do a trumpet workshop with Grade 6. He comes every year and the children love it! Matteo is our brass peripatetic teacher and teaches after school with us. 12th Grader Lara Breckon introduced the workshop with Matteo. She is one of Matteo's pupils and a member of the Giovanile di Firenze orchestra. She has played in Germany, Hungary and France.

Toby Dean Upper School Student Life Supervisor and Pre-Cas Coordinator

Junior Extra-Curricular Clubs Coordinator

Mr. Dean, you are involved in both the Upper and the Lower School. Please briefly explain your role in both schools to us. I start each morning delivering PE lessons to the enthusiastic Grade 6 students. Then during morning snack, and lunch recess, in my role as life supervisor and PRE CAS coordinator, I encourage all the US students to be healthy, support the environment and ensure they are aware of all the necessary activities they can be involved in both at ISF and in the local community. At the end of the school day I then have the pleasure of greeting all the excited JS pupils as I deliver a range of extracurricular clubs.

Who is your favourite hero of fiction? James Bond - drives fast cars, smooth taking, always saves his country, handsome; I'm still waiting for the call from MI5.

What is your favorite film? Stuart Little.

What is your favourite journey? Any ride on my bike up and down the scenic roads of Chianti.

What is your idea of perfect happiness? An early morning cycle in the sunshine, followed by the rest of the day on the beach (with a picnic). Then I'd finish off in the evening with a meal of my wife's home-cooked katso curry and tempura vegetables.

What is your favourite ISF moment? Listening to one of Mr Donnellan's stories. He has one for every occasion and they never seem relevant till the end when all becomes clear.

What advice would you have for all ISF students? Work Hard and forever live in the Sunshine.

What is your favourite song? George Michael - Careless Whisper

What is your most marked characteristic? Passionate

Which talent would you most like to have? By far and above its Cycling, whether it's with friends and family, racing, watching it live or simply talking about it.

What would you consider your greatest achievement? Together with my wife, successfully settling in a country that shares the same enthusiasm for my two favorite passions; Cycling and Eating!!

NEW EROE AMONG US

Congratulations to Toby Dean, who rode L'Eroica this month, a world renowned bike ride. Toby completed the 135k in a driving rain, up and down some of Tuscany's most brutal hills, half of the distance covered over stone, through mud, and in slop on an old steel bike. He is now officially a member of the Legends of ISF, of which I am the only other member having completed all 3 distances of the Eroica - 80k, 135k, 209k. Toby and I welcome all brave souls to begin planning now for next year's ride. Adam? Jos? John? Jeff? Roberto? Alessia? Michael? Again, a loud applause for Toby Dean! John Pitonzo

ADAM BAILEY IS FUNDRAISING FOR ALZHEIMER’S SOCIETY

Adam Bailey will be running his first marathon for Alzheimer’s Society to celebrate his grandfather’s life and to give donate the donated funds to the mentioned charity. For more information and to assist Mr. Bailey in his efforts, please go to www.justgiving.com/running4bamp/

‘10 years ago this year, Bamp (my grandad) passed away. Even though he did not die because of dementia, it was a condition that he and my family lived with during his final years. To give a little back to somebody who gave me so much, I will be running the annual Florence marathon to raise money for the Alzheimers Society.’

Campaigning for the Middle School Student Council

MS STUDENT COUNCIL WHY WOULD YOU LIKE TO PARTICIPATE?

Dean: To bring positive changes that are needed.

Mathias: To help the ISF community and to make students and teachers have fun.

Maja: Create crazy hats to let the community know about upcoming events, such as the Halloween Dance.

Frederico: To be able to propose what my friends and classmates want.

Elvis: To implement the many creative ideas I have.

Bonaccorso: To organise matches of football and other sports.

Alexander: After six years at ISF, I know what the students want.

Greta: I love the team work and the possibility to help one another.

Anna: To express my ideas and to organise and host events.

Alessandra: Interested in organizing, decorating and preparing events.

Domenico: Build on previous Student Council experience and try to organise a rain shelter at the bus stop.

Tom: Use my creativity to plan fun events for students.

Filippo: To improve the school quality and environment. I’d like to be a treasurer.

Diamante: To raise money for donations or to buy games and other supplies.

Cayla: To get involved in school productions and fun plans that are happening.

Desi: To suggest ideas and assist the group with all the events.

Angelica: To use my passion for drawings for decorations and to assist others.

Reina: To bring a new, unique and important perspective as a new student.

Kim: Helping the school makes me feel good.

Tatiana: I love to make people happy and it is a great balance between studying and having fun.

Giangiacomo: To raise money for entertainment at recess time. After nine years at ISF I know the school well.

Tara: Raise awareness at bake sales for outside of school disasters. Implement more international holidays.

Arianna: Knowing I am helping the school and community makes me feel glad and proud of myself.

MIDDLE SCHOOL STUDENT COUNCIL

Chair Dean Boger Co-Chair Mathias Volkai

Treasurer Filippo Giacometti Co-Treasurer Giangiacomo Rossi

Secretaries Kim Bonan

Domenico D’Elia

Secretaries

MAP TESTING

All students in sixth through tenth grade took part in MAP assessments (Measures of Academic Progress) in reading, language usage and/ or mathematics. MAP tests provide teachers with student specific base lines of progress and potential areas for specific attention throughout the school year. Tests are taken in January and May as well, and the results are sent to families in June. Students are expected to do their best on these assessments, but there is no specific preparation for any given subject area.

PICTURE DAY SNEAK PEAK

GRADE 12 IB BIOLOGY Heartfelt Education

On Monday 5 October Mr. Landolfa’s 12th grade IB Biology class dissected mammal hearts to understand with their eyes and hands how the structure of this organ is intimately connected to its function.

“Being able to actually dissect a heart was thrilling. Not only did we study its anatomy in the textbook, we also had the possibility to see a real one and learn more about it through personal experience in a fun and extremely interesting activity, which will be remembered by all of us as one of the most exciting and complex experiments of our IB Biology class.” Bianca Berni

“Though cruel, dissecting a heart was sickeningly fascinating – it was eerily still, and part of me wanted it to continue beating. It was so strange to be able to hold the organ of life in my hands, and to examine it in all its profundity was incredible. Being able to physically experiment with the pump was so much better than just reading about its functions in a textbook. It was the opening of a pathway that led not only to full comprehension of this topic, but also to the understanding of the importance of application of knowledge. The study of science is, after all, equally based on both these elements.” Natalia Consumi

“The heart dissection lab has been extremely useful for us in understanding better the different anatomies of the heart and their functions. Although the book provides many good illustrations of the heart, it is only through dissecting that we can fully learn and feel the differences in the heart, as for example the different thicknesses in the left and right ventricle walls. I have really enjoyed this experiment!” Giulia Chen

GRADE 6 PROJECT - INTERNATIONAL LANGUAGE DAY

The Student Work Group for Internationalism at ISF has started meeting. In order to focus the students’ thoughts and actions, one of our parents, Mr. Sheikh conducted a workshop with 15 students, from grades 10 to 12.

INTERNATIONALISM WORKSHOP

Kamyar Saes, a former ISF teacher, visited the Upper School the other day. We welcomed the occasion to ask him a few questions:

You used to work as a teacher at ISF. Have you noticed any changes since you have left? I worked at ISF in the academic year of 2002 in the role of IT coordinator and Teacher. This was the final year in which ISF had only one campus at Bagno Ripoli. Gattaia campus was in the process of being developed which made the transition year a very exciting one for the school community. I was fortunate to play a role in embracing this change, especially in technology transfer and IT infrastructure implementation. The new upper school location has made the school completely different in every aspect. I am truly impressed by the new campus and how the school has adapted to the changes.

Do you have a favourite ISF memory? You surely have sweet memories when you collaborate with amazing people, teach fantastic students, interact with caring and responsible parents and live in a warm and welcoming country. School football games, field trips, sharing professional stories & personal dialogues, and sharing Persian rice dishes are just a few examples that come to my mind. As far as a favorite one, the wedding ceremony of a colleague held in the Bagno Ripoli campus garden, where we spent a great evening celebrating a beautiful bond, is one of the top memories that will always stay fresh in my memory.

What would be your advice for ISF students? Learning never ends and it lives as long as life exists. My advice is simply this. Take your education into your own hands, sit in the driving seat and always question and challenge others no matter what positions they have. ISF is a great place and provides opportunities for students to become an independent life-long learner, a true inquirer and an open-minded learner. Enjoy every moment of your experience at the ISF.

WELCOME BACK TO ISF

UPPER SCHOOL LIBRARY CORNER

A quick reminder that a Recent Library Acquisitions list is available each month on ePortal.

The Autumn Book Sale will be held during the Parent/Teacher Conference days. A special feature of this sale is the collection of VHS tapes being removed from circulation. There will be dozens of excellent titles - documentaries and movies – available for .25 euro. All proceeds from the sale go to purchasing new materials for the Library.

The library always welcomes donations of gently used books, DVDs and audio books - with the understanding that anything not accepted for use in the collections will be placed on the Book Sale table in the library.

Research Resources The Library has subscriptions to many periodical and online resources, which are available to students both at school and from home. Through out the year there will be lunchtime lessons on how to access and use these valuable sources of information and students will be informed of the dates and times via the morning announcements.

BANNED BOOKS WEEK

Banned Books Week was a wonderful (2 week!) opportunity to engage students in celebrating the freedom to read, to seek, to publish, and to express ideas, even those some consider unorthodox or unpopular. Mrs. Yiannakis’s 11th graders discussed and analyzed the censorship of websites and, in particular, social networking sites in schools. Other classes visiting the library enjoyed discovering how many of their favorite authors have written “banned books” and learned why and how books and ideas have been challenged or banned throughout history and around the globe.

During an EAL 8th Grade class, the students listened to a presentation by Ms. Allen and Mrs. Yiannakis, and

then researched banned books independently. They gave

presentations on the books they had chosen in class.

As part of their unit covering Social Networking, IB English B Grade 11 students listened to a presentation

on the censorship of certain websites and social networking sites in schools and different countries.

They researched the topic, and participated in a group activity in

which they gave personal views on the reasons for and against

censorship.

12th GRADE - IB ART

The students researched currency from around the world and created incredible detailed delicate renderings in stipple of some of the imagery. Each drawing was created by a series of dots and no lines!

12th GRADE - IB ART

Anna Rose, Conceptual installation artist and co-founder of Creative People in Florence spoke to our IB2 students about the importance of concept and theme in the development of artworks. She demonstrated the use of mythology and tropes in her compelling video artworks. http://annamrose.com/

Sara Amrhein, jewelry artist and co-founder of Creative People in Florence, spoke to our 11th grade IB Art students about what it takes to be a contemporary artist in Florence. She discussed the importance of collaboration and the promotional skills that are necessary for success. She provided out students with real world tips and skills on how to move forward with his or her artwork in Florence. Her studio in Florence showcases her incredibly beautiful sculptural jewelry and is also a creative space for workshops and exhibitions. http://www.sara-amrhein.com

EXTRACTS FROM ISF’S COFFEE MORNING ‘SAFE INTERNET PRACTICES’

What is Internet Safety? Internet safety or online safety is the security of people and their information when using the Internet. Internet safety means protecting your personal information while online. Details such as your address, full name, telephone number, birth date and/or social security number/Codice Fiscale can potentially be used by on-line criminals.

Desired Outcomes: Physical Safety – freedom from physical harm Psychological Safety – freedom from cruelty, harassment, and exposure to potentially disturbing material Reputational and Legal Safety – freedom from unwanted social, academic, professional, and legal consequences that could affect users for a lifetime Identity, Property, and Community Safety – freedom from theft of identity & property

Youth Online Safety: It is clear, then, that the definition of “youth online safety” has broadened and become more complex in the past 10 years, as have the role of the online user and the inter-connected devices today’s user takes advantage of when consuming, socializing, producing, and connecting. In addition to cyberbullying, inappropriate content, and predation, other risks have emerged, including “sexting” and the risks related to geolocation technology in online applications and on mobile phones.

Protection Methods for Youth (& you!): -Educate your child about the dangers that exist on the Internet. Studies show that fear-based scare-tactics are not effective. Use the "norms" approach - suggest that this behaviour is not a “norm” among youth's peers and that people who engage in such activity are abnormal and may need help. -Educate you child about safe Internet practices. -Use strong passwords (including numbers, special characters, and combination of upper/lower case) -Never give password to anyone -Don’t communicate online with people you don't know -Enable & elevate privacy settings in Facebook and disable Facebook Chat -Do not allow Skype calls from anyone who is not on your contact list -Teach kids about responsible communication -Don’t share specific information about yourself, family info, where you live, photos of yourself & your home -Use an alias for Web communications, not your real name/ use avatar that is different from your actual photo -Don’t say anything online to someone that you would not be willing to say directly to their face in person -Don’t open email attachments unless you know for certain what it is -Be aware that actions have consequences - ex: nude photos, bad language, inappropriate conduct, etc. - could have legal impacts, embarrassment, or affect future job opportunities -Inform your parents or another authority figure if you have experienced anything online that makes you feel creepy or uncomfortable -Use Internet Content Filters (Software that filters out unwanted websites, IP Addresses can be filtered using your router or your Web browser -Place computer in living room or other "common" area within your home -Regulate length of time child spends on Internet as well as determine a window of time for usage -Request list of email and social networking sites being used and username/password for each account -Perform random checks on your teenager's cell phone to view text messages sent/received

Rule of Thumb: Talk with your kids about the Internet. Set rules and consequences. Install filtering and/or monitoring software on your computers, tablets, and phones.

What is Cyberbullying? Cyber Bullying occurs when people send or post mean or threatening text or pictures on the Internet. Examples: A kid could post stories about another kid online. They could show the website to all of their friends. When the victim goes back to school, he/she gets teased about something they don’t know about. If a friend had your password, and you got into a fight, they could send mean emails to everyone in your address book. When your friends or family open the email, they would think that it came from you! They could feel very hurt and upset.

Possible warning signs of children being bullied or bullying other children: Complaining that other children or a group of children do not like them. Preoccupation with friendship concerns. Poor self-esteem. Feeling they are not as good as others. Not wanting to go to school or other activities. Spending a great deal of time on the computer. Being secretive about online activities.

Dealing with Cyberbullying? Preserve evidence – this is crucial for identifying the bully and making a case. Attempt to enlist assistance from the service provider. If able to identify the bully, contact him or her and/or parents. Use available blocking technology (i.e., block the user on IM, email and chat.) In serious cases, seek assistance from the police (i.e., threats of physical harm, unrelenting or unable to stop.)

Passwords: Use strong passwords. Phrases, mixed case, special characters, and long: 5db10mw! (Slow Down Buddy I’m On My Way!) w@yD0wny0nd3r#% (Way Down Yonder #%)

Using Filters and Monitors to Protect Children: Content filters keep lists of websites and categorize them based on content. Users can then filter (or block) websites from certain categories. How well a content filter “works” can be measured by these two criteria: - How “smart” is the indexing program? Does it over filter or under filter? - How easily can the filter be bypassed or disabled? A good content filter also monitors the following applications: - Instant Messaging - E-mail - Social networking accounts - Time on the computer and on the internet - Mobile devices

Presentation: Justin Fairchild Source: Darrin Goodman. Web Systems Coordinator. Colorado State University Extension and Sam Farnsworth. Technology Board Specialist. Utah PTA

SAFE INTERNET PRACTICES USEFULL LINKS

Cyberbullying

http://wiki.ucalgary.ca/page/Cyberbullying http://www.stopcyberbullying.org

http://www.wiredsafety.org/ http://www.wiredsafety.org/fbprivacy/index.htm

Password Card

http://www.passwordcard.org/en

Filters and Monitors to Protect Children:

Domain/URL Filtering, Net Nanny, Safe Eyes, CyberSitter, WiseChoice, CyberPatrol, MaxProtect, NetMop, bSecure, i Protect You, PC Tattletale, McAfee Parental Controls, Trend Micro, Internet Security

Content Filtering

Commercial Software for Content Filtering Cyber Patrol: http://www.cyberpatrol.com CyberSitter: http://www.cybersitter.com

InternetSafety: http://www.internetsafety.com/safe-eyes-parental-control-software.php ContentWatch: http://www.contentwatch.com

NetNanny: http://www.netnanny.com (powered by ContentWatch - also works on mobile devices) Panda Internet Security: http://www.pandasecurity.com/security-promotion/usa/panda-internet-security

PC TattleTale Parental Control: http://www.pctattletale.com Aobo Porn Filter - Website Blocker: http://aobo.cc/aobo-porn-filter.html

Sentry Parental Controls: http://www.sentryparentalcontrols.com

Free Software for Content Filtering OpenDNS - FamilyShield: http://www.opendns.com/familyshield

Parental Filter: http://www.softpedia.com/get/Security/Lockdown/Parental-Filter.shtml K9 Web Protection: http://www1.k9webprotection.com

ProCon Latte: http://procon.mozdev.org (read interesting related article)

Content Filtering for Firefox KidZui - a safe browser and online playground for kids 3-12

FoxFilter Add-on for Firefox Interesting article on using manual proxy configurations

Filtering Content with IE's Content Advisor

HAPPY HALLOWEEN Friday, 30 October 2015

Halloween Parade - 14:30 Bring your Halloween costume to school and show us how scary you can be! If you have some old Halloween costumes you don’t need, please donate them.

FUN and SCARY activities - 14.45 until 15.30 Do you want to test your nerves? Dare to feel….Dare to taste….Dare to see….. !Halloween Buffet Parents, please help us create the most scary Halloween Buffet. Bring something for sharing after the Halloween Parade. !Trick or Treat Please support this event by donating some pre packed candy.

14:00 HOURS

Halloween is coming soon. Feel it in the air. Witches ride on broomsticks and ghosts hide everywhere.

HELP create a scary Halloween Buffet

INTERNET SAFETY INTERVIEW We were lucky to be able to direct some questions to the Director of Trust and Safety Ask.fm

Europe about one of the latest additions to the Social Media World

Briefly describe the scope of the social networking site ask.fm, including its target group.

Ask.fm is the world’s largest Q&A social network with 150 million users in more than 150 countries. 20,000 questions are asked per minute and 65% of users are aged between 13 and 18.

Ask.fm was acquired by Ask.com in August 2014 and significant changes have been made in order to provide a safer and more engaging experience for our users.

What happens with the information users disclose? Ask.fm is a public network so answered questions appear on users’ feeds as well as on the network to be viewed by anyone that is interested in doing a search, similar to Twitter.

However, any private profile information that is held by Ask.fm when someone creates a profile isn’t disclosed to the public. Only when a legal request is received from law enforcement will this information be shared, but again not publicly just with the law enforcement agency that has requested it. Are there any restrictions to questions users can ask?As with any social network we have a duty to do all we can to ensure that users aren’t exposed to harmful content. One of the changes made following the acquisition was to launch new Terms and Policies to better clarify safety controls and site features for users. This includes a code of conduct which details the types of questions that will be removed. For example, those of a bullying nature, those intended to cause harm or upset and those that encourage illegal behaviour are not permitted on the network.

In addition to moderation, users are able to report content and if it violates our Terms of Service we will take it down. If someone is repeatedly posting content, we have other options to consider, including removing the profile and the user from our service.

Would you have any specific advice for our students?

Most of all, have fun. Use new features, engage with friends and get involved with the conversations available online – it is a great learning tool.

Beyond this students need to remember that anyone using a social network needs to behave responsibly. Students should think about how they would react to a post and whether it really is funny for the person receiving it or whether it could be hurtful.

Students should also make themselves aware of the terms of services prior to use and it is always good to familiarise yourself with blocking and reporting tools in case you do receive negative comments.

If students are faced with negative comments we advise the following:

• Take a breather – Seeing negative comments and posts can be very emotional. Take a minute to cool off, regroup and gather your thoughts before doing anything.

• Don’t hit back in anger – Sometimes bullies are just looking for a reaction. Definitely stand up for yourself, but don’t feel obligated to respond. Your lack of a response shows bullies that you’re not letting their negative comments affect you.

• Talk it out - Show your parents, teacher or another trusted adult what posts are bothering you and discuss it with them. They can offer you the help and support needed if bullying occurs.

• Screenshot it – Keep track of the bullying comments and posts just in case the situation escalates and you need help addressing the issue. Take screen shots or snap a pic to help you keep track.

• Report it - Most social media networks offer reporting tools to combat bullying and other inappropriate behaviour. Use those tools to report bullies – and don’t worry, reporting is almost always anonymous so the bully won’t know who reported them.

• Block them – If you’re repeatedly being harassed by a specific person, block them from your account. Social media networks are equipped with ways to prevent bullying users from seeing, posting or commenting to your account.

• Surround yourself with people who care about you. Friends, family members, even pets can play a big role in reminding you what a great person you are. Lean on them for that additional nudge of support when you’re faced with a bully (whether online or offline).

• Support others – If you’ve ever been bullied, you know how isolating it can be. So when you see others being bullied, show them some support and stand up to the bully on their behalf.

Biography for Annie Mullins OBE Annie Mullins provides independent strategic consultancy to support digital social and gaming companies to safeguard online users and protect their reputations and brands. She is currently the Director of Trust and Safety for Ask.fm Europe.

Annie was Vodafone Global Head of Content Standards for 10 years up until 2013, responsible for internal safety and editorial policies, consumer protection and educational campaigns, including producing and the leading Vodafone Digital Parenting Programme www.vodafone.com/parents and the industry education support site TeachToday. She was previously also Head of Social Policy for Yahoo! UK.

Annie has led many of the Online Industry self-regulatory initiatives at a UK and European level for the protection of children including, Chair of the UK Home Office Good Practice Standards for Social Media for the Protection of Children https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/251456/industry_guidance_social_networking.pdf, the industry EU ICT Coalition http://www.ictcoalition.eu/ and a former key member of the European Commission CEO Coalition. She is a co-founder of the Institute for Digital Wellbeing (I4DW www.i4dw.com) and sits on the Advisory Panel on Children’s Viewing at the British Board of Film Classification (BBFC).

Annie was awarded the ISPA UK Internet Hero Award in 2007 and an OBE (public honour) in 2009 for services to children and young people online.

GRADE 1 FIELDTRIP

As a part of our Unit of Inquiry Who We Are, Grade One has been discussing traditions, as well as sharing the traditions of their family with their classmates. Grade One students had the opportunity to

share their classmate Federico's yearly tradition of picking olives and making olive oil.

Students got together to find out any cultural commonalities. For every cultural connection they decided whether it was personal to them, a small network of people (interpersonal), a national connection or a global connection. Each connection was recorded on paper and made into a chain. They shared the 3 connections they felt were most meaningful with the rest of the group and the audience raised their hand if they had a similar connection to their partner.