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1 PYP GUIDE – KINDERGARTEN
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PYP GUIDE – KINDERGARTEN
NAME OF DOCUMENT
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CONTENTS
WELCOME AND INTRODUCTION Page 3
CONTACT DETAILS Page 19
THE PROGRAMME Page 6
THE ARTS Page 11
PERSONAL SOCIAL PHYSICAL EDUCATION Page 13
MATHEMATICS Page 9
LANGUAGE Page 8
SCIENCE Page 14
SOCIAL STUDIES Page 15
IS MONZA CORE VAULES AND INFORMATION Page 4
ICT Page 17
LIBRARY Page 16
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WELCOME AND INTRODUCTION
Mr. Andrew Ackers
Director of Education
I welcome you on behalf of the leadership team at the
international school of Monza.
IS Monza is a special place to learn and be. The school
reaches for the highest internationally recognized
academic and social standards possible through striving
for excellence in everything we do. To do this you need
to be underpinned throughout by the International
Baccalaureate.
This year is a very exciting one for the school, with a new campus designed purposefully to fulfill
our needs as an IB school and in a new one site solution.
When you place the goal of all you do to learn further you can truly begin to live in a world
without frontiers and your mind is truly set free. I look forward to working with you to achieve this
and more this academic year.
Ms Becky Taylor
PYP Coordinator Welcome to the Primary Years Programme (PYP) at the International School of Monza!
The International Baccalaureate’s Primary Years Programme provides a framework which
enables us to achieve our goal of providing a rigorous academic program while promoting
international mindedness.
Our students are encouraged to wonder and question the world around them constantly
making connections between their learning at school and their life experiences. They explore
concepts in an inquiry-based program which puts the learner at the heart of learning. Our
students learn to actively pursue their questions and wonderings, seeking out information from a
range of sources and approaching their learning with specifically developed skills. They learn to
learn while developing attitudes and attributes that help them to become life-long learners.
In the Primary Years Programme, we plant the seeds for growth. The conceptual understandings,
attitudes, skills, knowledge and ability to take action that we develop in our program are the
stepping stones for the MYP and beyond!
Please do not hesitate to contact me should you require more information about the curriculum
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At the international School of Monza we are underpinned by our core values below.
These core values span the entire ISE group. At IS Monza we place these core values in
everything we do.
As a school we offer the IB programme as we believe it is the best programme to fulfill
our core values. We are currently fully accredited and evaluated for the IB Primary
years Programme (PYP) and the IB Middle Years Programme (MYP).
This academic year we are beginning the accreditation process for the IB Diploma
Programme to become a full through IB school.
CORE VAULES
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The IB learner Profile is fundamental to all we do at the school at underpins everything
we do. It is clearly present in our planning and preparation and also through our policies
and procedures. The learner profile does not stop at school and we believe all
members of the school community should embody it.
THE IB LEARNER PROFILE
KNOWLEDGEABLE
We develop and use conceptual
understanding, exploring knowledge across a
range of disciplines. We engage with issues and
ideas that have local
and global signicance.
COMMUNICATORS
We express ourselves creatively in more than
one language and in many ways. We
collaborate effectively, listening carefully to the
perspectives of other individuals and groups.
INQUIRERS
We nurture our curiosity, developing skills for
inquiry and research. We know how to learn
independently and with others. We learn with
enthusiasm and sustain our love of learning
throughout life.
THINKERS
We use critical and creative thinking skills to
analyses and take responsible action on
complex problems. We exercise initiative in
making reasoned, ethical decisions.
OPEN-MINDED
We critically appreciate our own cultures and
personal histories, as well as the values and
traditions of others. We seek and evaluate a
range of points of view, and we are willing to
grow from the experience.
BALANCED
We understand the importance of balancing
different aspects of our lives-intellectual,
physical, and emotional-to achieve well-being
for ourselves and others. We recognize our
interdependence
with other people and with the world in which
we live.
PRINCIPLED
We act with integrity and honesty, with a strong
sense of fairness and justice, and with respect
for the dignity and rights of people
everywhere. We take responsibility for
ouractions and theirconsequences.
RISK-TAKERS
We approach uncertainty with forethought
and determination; we work independently
and cooperatively to explore new ideas
and innovative strategies. We are resourceful
and resilient in the face of challenges and
change.
CARING
We show empathy, compassion and respect.
We have a commitment to service, and we
act to make a positive diferencein the lives of
others and in the world around us.
REFLECTIVE
We thoughtfully consider the world and our
own ideas and experience. We work to
understand our strengths and weaknesses in
order to support our learning and personal
development.
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Welcome to Kindergarten!
Kindergarten is a very important year in children’s education at the International School
of Monza. For many of our children it will be their first experience of school and, for
some, the first time they will have spent time away from their parents. To this end, the
settling process is very carefully managed so that children are not rushed and therefore
not upset by the experience. Our class teachers assess each child individually to allow
them to move through at their own speed and to ensure the best possible start for each
one.
Children will attend for half days at first, then staying for lunch and finally, when ready,
for whole days.
There is an opportunity for all Kindergarten children to sleep in the middle of the day
and plenty of opportunity for them to explore their environment both inside and out of
doors.
Our aims in the Early Years Section are to:
Provide each child with a warm and safe environment for learning
Allow children to settle into the routines of school life calmly and confidently
Stimulate each individual child with a broad set of experiences beyond those in
which they are already familiar
Promote independent learning and active involvement in the learning process
Develop basic skills and knowledge in line with overall targets for children at the
International School of Monza
Enable children to form good relationships with peers and adults
Encourage an acceptance of all cultures
Learning Area Responsibility Language All teachers Mathematics Class Teacher Social Studies Class Teacher Science Class Teacher Personal Social and
Physical Education
All Teachers
PE Teacher Arts Drama & Visual Arts
Music
Dance
Class Teacher
Music Teacher /Class Teacher
PE Teacher/ Music teacher Information Communication Technology ICT Teacher/Class teacher
THE PRIMARY YEARS PROGRAMME AND ISM
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The International Baccalaureate Primary Years Programme (IBPYP)
The Elementary School follows the International Baccalaureate (IB) Primary Years
Programme (PYP). The International School of Monza is fully authorized to deliver the PYP.
The programme was chosen because it supports our goals of educating our students
within a framework that promotes high learning standards while also developing
qualities of internationalism.
The Essential Elements of the PYP
The PYP written curriculum has five essential elements that resonate throughout the
programme.
Knowledge - Significant, relevant content that we wish the students to explore and
know about, taking into consideration their prior experience and understanding.
Concepts - Powerful ideas that have relevance within the subject areas but also
transcend them and that students must explore and re-explore in order to develop a
coherent, in-depth understanding. There are eight PYP key concepts: form, function,
causation, change, connection, reflection, responsibility and perspective.
Skills - Capabilities the students need to demonstrate to succeed in a changing,
challenging world, which may be disciplinary or transdisciplinary in nature. There are
five groups of transdisciplinary skills: socials skills, communication skills, research skills, self-
management skills and thinking skills.
Attitudes – Dispositions which are expressions of fundamental values, beliefs and feelings
about learning, the environment and people. There are ten PYP attitudes: appreciation,
commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm,
independence, integrity, respect and tolerance.
Action - Demonstrations of deeper learning in responsible behaviour through
responsible action; a manifestation in practice of the other essential elements.
The Programme of Inquiry
The five essential elements are developed through the school’s programme of inquiry.
The programme of inquiry is structured around six transdisciplinary themes (Who we are,
Where we are in place and time, How we express ourselves, How the world works, How
we organise ourselves and Sharing the planet). Students inquire into, and learn
about, globally significant issues in the context of units of inquiry, each of which
addresses a central idea relevant to a particular transdisciplinary theme. Lines of inquiry
explore the scope of the central idea for each unit.
In the Early Years the students follow four units under four transdisciplinary themes. In
Grades 1-6 all six themes are explored.
(See Programme of Inquiry)
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Language
Language is fundamental to learning and permeates the entire Primary Years
Programme (PYP). By learning language, as well as learning about and through
language, we nurture an appreciation of the richness of language and a love of
literature. The language we teach in is English but the connection between English and
the mother tongues of our children is encouraged and supported. The PYP language
programme identifies three main strands in the teaching of English:
Oral Communication: Speaking and Listening
Written Communication: Reading and Writing
Visual Communication: Viewing and Presenting
The language programme is the major connecting element across the curriculum and
therefore language is being taught through all the subjects in the curriculum and the
school community.
In Kindergarten the children are helped to acquire competence in English as soon as
possible, making use, where appropriate, of their developing understanding and skills in
other languages. They listen and respond to stories, songs, nursery rhymes and poems.
At this stage many of the early reading and writing skills are interrelated. The children
will be involved in activities using books and stories. They will learn poems and songs.
They will be encouraged to share news with an adult or their peers, and will use oral
language in a wide variety of settings.
Students will begin to associate sounds with patterns in rhymes, with syllables and work
with words and letters. They begin to identify sounds and letters in their names, tracing
them and copying them. They also begin to recognise their name in written form and
those of other children in the class.
LANGUAGE
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The International Baccalaureate PYP Mathematics Curriculum is organized as a ‘learning continuum, which consists of four ‘phases’.
Within each phase students acquire mathematical understanding by passing through stages of ‘constructing meaning’ (based on their previous experiences and understanding and by reflecting on their interactions with objects and ideas); transferring meaning into symbols (through mathematical notation, modeling etc); and applying with understanding (demonstration of understanding in various contexts)
Most Early Years students will be working within ‘Phase One’ of the PYP Mathematics learning continuum. At the end of Phase One, students are expected to demonstrate evidence of attaining the overall expectations described below. It should be remembered that by the end of Transition some students will be working beyond the levels described by these expectations and that others will need further support and time in order to attain them.
The International Baccalaureate PYP Mathematics Curriculum consists of five interwoven strands: data handling, measurement, shape and space, pattern and function, and number.
Data Handling Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events.
Measurement Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine.
MATHEMATICS
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Shape and Space Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment.
Pattern and Function Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways.
Number Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent quantities.
Our students inquire into each of these strands at increasingly sophisticated levels on their
journey through the primary years. Each step of the way, they build on their research,
communication and thinking skills in order to gain a deeper understanding and appreciation
of the mathematical dimension of the world we live in.
In Kindergarten teachers use a variety of resources in order to fuel effective teaching/learning
in the area of mathematics. Depending on the opportunities that exist for meaningful
transdisciplinary learning, mathematics activities may sometimes be used to enhance the
concepts which drive the students’ units of inquiry. Over the course of the year, however, the
students will regularly engage in mathematics activities geared towards developing
mathematical knowledge, skills and concepts in their own right. All the activities focus on
achievement through practical work and on using and understanding appropriate language
in the development of simple mathematical ideas.
During the year Kindergarten students will:
Compare, sort, match, sequence and count using everyday objects
Use manipulative materials such as puzzles, pegs, blocks
Build with blocks, Lego
Measure, using sand, water or ingredients for cooking
Recognise and count numbers up to 10 and become familiar with large numbers from
their everyday lives
Where possible, mathematics is taught through the context of the units of inquiry.
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The Arts
The Arts are an important area of learning in the Primary Years Programme and are integrated wherever possible with the units of inquiry. Students are encouraged to consider the Arts as a mode of communication through which they can construct a sense of self and develop an understanding of the world around them. This area of the curriculum considers all aspects of creativity. It involves the development of the children’s imagination and their ability to express ideas and feelings in creative ways.
In the PYP, arts are identified as dance, drama, music and visual arts. The framework that the students follow in the PYP curriculum is arranged into two strands, Responding and Creating.
Dance Students will be given opportunities to respond to word, rhythm and/or music through movements and to communicate and express feelings through body movements. They will explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation. They will develop physical awareness in using isolated body movements and gross motor skills and explore different types of movements such as travelling, jumping and turning. They will watch, listen and respond to dance performances.
Drama At this age and developmental stage drama is a vital and vibrant medium to use with the children. There are many instances where young children will respond better and express feelings and concerns in the form of role-play where they might otherwise be hesitant.
Children will work together, share ideas and begin to make group decisions. They will be encouraged to listen and respond positively to the suggestions of others. They will welcome the variety of cultural backgrounds inherent within their group and the dramas they develop. They will develop an awareness and acceptance of differences and similarities in traditions, celebrations, beliefs and behaviour.
Children will use drama to explore concepts within the units of inquiry and they will be introduced to ‘teacher-in-role’. They will use a variety of stimuli to initiate classroom play and make-believe activities. They will develop the confidence to initiate dramas through play, and to share these with others when appropriate. They will become eager to explore movement and space using music and other stimuli.
Where possible, children will be exposed to a variety of performance and presentation experiences and will discuss what they have seen and experienced.
Music Music is integrated into all areas of the curriculum and is experienced every day. Children are taught a variety of songs and rhymes, often linked to their unit of inquiry and chosen from a wide range of cultures and styles. They are encouraged; not only to listen to music, but to make their own sounds and rhythms with both instruments and with their voices and body parts (clap, tap, stamp etc)
THE ARTS
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In the process of musical experience, the children will develop auditory discrimination, a sense of rhythm and pitch, and will develop their motor control.
Playing percussion instruments, singing simple melodies, rhymes and songs, taking part in movement and dance, are all aimed to develop a sense of pleasure and enjoyment in music.
Visual Art In the course of every day the children are exposed to a wide range of materials, tools and resources used to represent what they see, hear, touch and feel.
Children will be introduced to a range of media; drawing, painting, printing, and mark-making, textile and three-dimensional work as they experiment and inquire into the properties and possibilities of different materials.
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Personal, social and physical education is concerned with student well-being. Well-being is linked to all aspects of a student’s experience at school and beyond. It includes physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme. Children are encouraged at all times to develop competencies in areas of personal, social and physical development, always in an age-appropriate way, taking into account their long-term development and based on each child’s needs, interests and abilities. In the PYP curriculum framework PSPE is arranged into three interacting strands: Identity, Active Living, Interactions.
Identify Students develop an awareness of themselves and how they are similar and different to others. They will describe how they have grown and changed, and will talk about the new understandings and abilities that have accompanied these changes. The students should demonstrate a sense of competence with developmentally appropriate daily tasks.
Interactions This strand focuses on the children learning to work, play and co-operate with others. Children become confident and able to establish effective relationships with other children and adults. They begin to respect others, take turns, share fairly and behave appropriately, whilst developing a sense of what is right, what is wrong, and why.
Physical development The physical development of children in the Early Years relates to their developing physical control, mobility,awareness of space and manipulative skills.
In the Early Years all physical activities encourage the children to:
Be active and gain enjoyment from physical activity
Learn to use a variety of equipment
Discover what their bodies can do, and explore movement with control
Be aware of space, and follow instructions safely
Work individually, in pairs and in small groups
Gain confidence and try new ideas
At this stage children learn to move confidently and imaginatively with increasing control and coordination and an awareness of space and of others around them. They also have one PE lesson each week with a specialist teacher.
Manipulative materials are provided for the development of fine motor skills; gymnastic equipment, outdoor play activities and movement to music provide for gross motor skills.
PERSONAL SOCIAL PHYSICAL EDUCATION (PSPE)
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In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Through hands-on experience and inquiry, students acquire scientific knowledge and skills and develop an understanding of scientific concepts.
The knowledge component of science in the PYP is explored through four strands:
Living things: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment. Earth and space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet. Materials and matter: The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose. Forces and energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. The science component of the curriculum provides opportunities for students to:
Observe carefully in order to gather data
Use a variety of instruments and tools to measure data accurately
Use scientific vocabulary to explain their observations and experiences
Identify or generate a question or problem to be explored
Plan and carry out systematic investigations
Make and test predictions
Interpret and evaluate data gathered in order to draw conclusions
Consider scientific models and applications of these models
In the Early Years: Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify simple patterns, make predictions and discuss their ideas. They will explore the way objects and phenomena function, and will recognize basic cause and effect relationships. Students will examine change over varying time periods and know that different variables and conditions may affect change. They will be aware of different perspectives, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and vocabulary.
All planned science learning takes place within the units of inquiry. (See Programme of Inquiry)
SCIENCE
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In the PYP, social studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourages curiosity and develops an understanding of a rapidly changing world. Through structured inquiry, students develop the skills and knowledge needed to participate actively in their classrooms, their school, their community and the world. The knowledge component of social studies in the PYP is explored through five strands:
Human systems and economic activities: The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of powerand authority. Social organization and culture The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other. Continuity and change through time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions. Human and natural environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment. Resources and the environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment The social studies component of the curriculum provides opportunities for students to:
learn how to ask relevant questions that can be researched
gain an understanding of their own identity and their place in the world
develop an understanding of other cultural groups and an appreciation of other
ideas and beliefs
gain knowledge about the human condition through the exploration of
themes that have significance for all students in all cultures
gain conceptual understanding though participating in learning
experiences that foster sensitivity, creativity and initiative, leading to
socially responsible action
gain a sense of time and place in relation to their own experience and the
experience of other people
gain an understanding of humankind’s role in, and dependence on, the
natural and constructed world, and learn to apply this knowledge in
responsible ways
All planned social studies learning takes place within the units of inquiry.
SOCIAL STUDIES
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In the Early years: Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. They will practise applying rules and routines to work and play. They will gain an increasing awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves. They will develop their sense of place, and the reasons why particular places are important to people. They will also develop their sense of time, and recognize important events in their own lives, and how time and change affect people. They will explore the role of technology in their lives.
(See Programme of Inquiry)
The role of the library is to give students positive experiences of books, to help create confident, enthusiastic readers and to promote the skills necessary for them to become independent life-long learners as outlined in our school philosophy. Our library is an integral part of the learning environment and the PYP. It is used to support all areas of the PYP and the units of inquiry by providing the resources and information that both the students and the teachers need. Our library is used to teach students how to use, handle and respect books and strives to provide students with positive reading experiences and support personal reading for pleasure.
Library skills, information and research skills Children will be:
Encouraged to become lovers of books and reading Taught how to use the library Encouraged to use information skills taught in the classroom in real situations
Using the library All children will have the possibility to visit the library and will be helped to find books on different subjects, to replace them where they were found, to respect books and to handle them properly. In this way all children are given a foundation in understanding the value of books for inquiry and research.
LIBRARY
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ICT in the PYP encompasses the use of a wide range of digital tools, media and learning
environments for teaching, learning and assessing. ICT allows students to make connections and
reach a deeper understanding of its relevance and applicability to their everyday lives. Through
the use of ICT, learners develop and apply strategies for critical and creative thinking, engage in
inquiry, make connections, and apply new understandings and skills in different contexts.
The following six ICT skills are relevant to all learners: investigating, creating, communicating,
collaborating, organizing and becoming responsible digital citizens. Each skill is transdisciplinary
and will support learning both within the transdisciplinary programme of inquiry and within the
subject areas.
Investigating
Investigating is to carry out a purposeful inquiry or research, to test existing understanding,
discover new information and create new understanding. Through investigation, learners
critically evaluate a variety of sources, making connections and synthesizing findings to apply
knowledge to real-life contexts.
Creating
Creating is a process through which learners are provided with an opportunity to innovate and
test boundaries. Learners construct meaning, apply critical thinking and original ideas to real-
world situations, and share knowledge through self-expression, problem-posing and problem-
solving, and reflection.
Communicating
Communicating is the exchange of information with various audiences using a range of media
and formats. Effective communicators contribute to cross-cultural understanding, make
informed choices when deciding on tools to articulate meaning, and provide relevant,
significant feedback to others.
Collaborating
Collaborating is the process through which learners validate and negotiate ideas and reach a
deeper understanding and a global perspective. Learners are empowered through digital
media and environments and through active participation in creating and sharing knowledge.
Organizing
Organizing is the ability to structure or arrange connected items. Learners understand that ICT
systems can be used to inform, adapt, manage and problem-solve during their creative,
communicative, collaborative and investigative processes. Learners make connections,
transfer existing knowledge and independently explore new technologies.
Becoming responsible digital citizens
Becoming a responsible digital citizen involves using ICT to make informed and ethical choices
while acting with integrity and honesty. In a globally connected digital world, learners are
empowered to be responsible for their actions, to value others’ rights and to practise safe and
legal behaviours.
ICT
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The inquiry programme we follow is designed to allow children to learn chiefly by investigation, and structured inquiry. The units of inquiry explored during the year have been carefully chosen and planned to allow children to explore knowledge in the broadest sense possible and to enable them to develop cross-curricular skills useful in all areas of the curriculum.
The PYP supports children’s efforts to construct meaning from experience about the world around them allowing their ideas and understanding to develop with each new discovery of the natural and social world; it continually stimulates children to revise and refine their own models of how the world works.
Many areas of the written curriculum are included in all that goes on in an Early Childhood classroom. Each unit of inquiry explores various subject areas and, in the course of the year, all will have been visited several times. Children will, therefore, talk about their environments, where they live, their families and past and present events in their own lives. They explore and recognize features of living things, objects and events in the natural and man-made world and look closely at similarities, differences, patterns and change.
All the experiences that contribute to a child’s development and learning are defined by social and cultural contexts – the family and the home; the school environment and adults within it and the surrounding community. The PYP recognizes that areas of development and learning are interrelated in the young child, and the curricular framework we use allows for concept development that applies
This is a guideline for our curriculum but within this framework we differentiate our teaching based on the needs of each student by extending, supporting, and taking into consideration different learning styles.
We will endeavour to make your child’s year happy and meaningful as we strive to develop
students who have a genuine love for learning that lasts a life-time!
The following documents were used to compile the ISM Curriculum Guides:
International Baccalaureate Organization, (2009), Making the PYP Happen: A
curriculum framework for international primary education, IBO.
International Baccalaureate Organization, (2008), IB Learner Profile Booklet, IBO
International Baccalaureate Organization, (2009), Arts Scope and Sequence, IBO.
International Baccalaureate Organization, (2009), Language Scope and Sequence,
IBO.
International Baccalaureate Organization, (2009), Mathematics Scope and Sequence,
IBO.
International Baccalaureate Organization, (2009), PSPE Scope and Sequence, IBO
International Baccalaureate Organization, (2008), Science Scope and Sequence, IBO
International Baccalaureate Organization, (2008), Social Studies Scope and Sequence, IB
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CONTACT DETAILS
International School of Monza
ViaSolferino, 23
20900 Monza
+39 039 2499152
E-mail:[email protected]
www.internationalschoolofmonza.it
