Don’t just listen to what a school says about itself. Ask questions, look at the students, talk to the teachers, and try to understand what really happens inside that school every day.

Because every school can present an appealing educational project. The real question is: how is it actually put into practice?

And that is exactly where I would like to start when talking about Daisy International Primary School, Holden International Middle School and Pascal High Schools.

Three different schools, because naturally the needs of a primary school child, a middle school student and a high school student are different. But the educational journey we aim to build is the same: preparation, independence, international openness and, above all, attention to each individual.

Does your child already know how to study?

Children who come from primary school rarely know how to study independently.

They are still young. They often do not yet have a study method; they may not know how to organize their time, tackle a text, identify what is important, or prepare independently for an oral test.

And that is perfectly normal.

At Daisy, we begin developing independence and responsibility from the earliest years. At Holden, this work progressively becomes a real study method.

Because middle school, in my opinion, has an enormous responsibility: teaching students how to study.

If they do not learn how to do this during these three years, they will find it much harder to organize their work once they reach high school.

We see this directly at our Pascal High Schools. By observing our high school students, we see every day how much of a difference it makes to arrive at high school having already developed independence and an effective study method.

That is why, during an Open Day, I would ask a very simple question:

How do you help a child become an independent student?

I would not be satisfied with simply hearing that the school “teaches a study method.” I would ask how it actually does so.

And what happens when a child or teenager encounters a difficulty?

I am not necessarily talking about an academic difficulty.

There may be a problem with classmates, a moment of insecurity, difficulty fitting into a new group, or simply a period when a student needs to receive a little more attention.

At Daisy, Holden and the Pascal High Schools, teachers who spend the most time with a class also have this responsibility: to know their students and notice when something changes.

A difficulty should not remain the responsibility of a single teacher.

It should be shared among the teaching staff, so that the child or student can be supported from different perspectives.

For us, this is fundamental: high academic standards must go hand in hand with students’ well-being and with feeling comfortable at school.

The two things are not alternatives.

A student must be well prepared, must learn, and must become accustomed to commitment and responsibility. But they must also be able to come to school feeling that they are part of a place where they feel comfortable and belong.

A class does not become a team by itself

That is precisely why we place so much importance on team building.

And when we talk about team building, we do not mean a single activity organized occasionally during the school year.

At Daisy, Holden and the Pascal High Schools, right at the beginning of the school year we organize a two-day experience, including an overnight stay, because we believe that the first few weeks are the time when the foundations for a positive and supportive class environment are laid.

Students are accompanied by their teachers to a peaceful location surrounded by nature and sufficiently removed from their usual daily environment, specifically designed to host groups of young people and carry out team-building activities.

They are not simply left to “spend time together.”

Alongside our teachers, trained professionals work with the students to offer group activities suited to different age groups.

What does team building actually mean?

It means spending time together in a setting that is completely different from the classroom.

Going into the woods. Taking part in outdoor activities. Trying hands-on activities. Interacting with animals. Taking on small tasks and activities that require cooperation.

And, above all, doing these things together.

Because when you change the setting, relationships change too.

The classmate you may not normally talk to much can become the person who helps you during an activity. The teacher can be seen and known outside their traditional classroom role. Students learn to organize themselves, rely on one another, help each other and share experiences.

That is why we choose to do this at the beginning of the school year.

We do not wait for the group to develop a problem before working on relationships. We try to build, from the very beginning, a class where students can feel comfortable and thrive together.

And this is important not only for students starting a new stage of their education.

During the school year, a child may join Daisy, a student may join Holden, or a teenager may join the Pascal High Schools from another school, another city or even another country.

We do not want the newcomer to be the only one who has to adapt.

We want to build classes that know how to welcome others.

Team building also continues beyond Italy

The opportunities to build relationships and strengthen the group naturally do not end with the experience at the beginning of the school year.

A school trip, a project or a shared activity can become an opportunity for students to get to know one another in different ways.

And then there are the Erasmus mobility programmes, which involve students at Holden and the Pascal High Schools.

Travelling together to another country has enormous cultural and educational value, but I believe it also has another value that we sometimes talk about too little.

It is an extraordinary team-building experience.

Students find themselves away from their everyday environment. They have to deal with another language, different habits and unfamiliar situations. They have to organize themselves, help one another and take responsibility.

And inevitably, they get to know one another better.

This, too, is what being an international school means to us.

But what does “international school” really mean?

The word “international” is used very widely today.

During an Open Day, I would ask:

International in what sense?

In our case, it is a journey that begins at Daisy International Primary School, continues at Holden International Middle School, and leads to the Pascal High Schools.

At Daisy and Holden, the Cambridge curriculum is integrated into the Italian school programme, and some subjects are taught directly in English.

This changes the way students learn a language.

English is not simply a subject to be studied: it progressively becomes a language that students use to learn other things.

Alongside English, Daisy and Holden also offer Chinese, through our collaboration with the Confucius Institute, as well as Spanish.

And then there is the everyday reality of our classrooms.

We have Italian children and teenagers studying alongside international students, some of whom arrive with a very strong command of English but limited Italian.

For this reason, we provide Italian as a second language (L2) programmes for international students, as well as differentiated English levels.

We need to support those who are still developing confidence in the language while, at the same time, continuing to challenge and develop students who already have a very high level.

For me, this is one of the most interesting aspects of an international school: not making everyone the same, but being able to bring together children and teenagers who start from different levels of knowledge, languages and personal backgrounds.

And what happens after middle school?

The international journey should not stop as students grow older.

At the Pascal High Schools, it continues through languages, Chinese as a second language in the Linguistic High School, scientific and STEM programmes, and the different pathways offered by the Linguistic High School, the Human Sciences High School and the Scientific High School.

And there is one opportunity that perhaps we have not talked about enough until now: the American Dual Diploma.

Our students can combine the Italian high school programme with the American one and complete their studies with both an Italian diploma and an American diploma.

It is an opportunity that fits perfectly into the educational journey we aim to build from primary school onwards: giving students the tools that, one day, will allow them to make choices beyond Italy’s borders.

Does being international simply mean knowing languages?

For us, no.

For years, we have taken a particular interest in schools in Northern Europe, and especially in Finland.

This relationship involves exchanging ideas about teaching methods, teacher training and Erasmus mobility.

It does not mean taking a foreign model and copying it.

It means going to see what works elsewhere, exchanging ideas with other teachers and other educational systems, and then returning to our classrooms with one question in mind:

What can we do better?

At Daisy, this approach also connects with some principles inspired by the educational philosophy of Maria Montessori, particularly in our work on independence, responsibility and respect for each child’s pace of development.

For us, this too is what international education means: not limiting ourselves to a single way of doing things.

The schools have laboratories. But are they actually used?

This is another very simple question I always recommend that parents ask.

When you visit a school and see a laboratory, ask:

What do students actually do here?

A laboratory is not there simply because it looks good during an Open Day.

It is there to be used.

At Daisy and Holden, we want to further develop STEM activities and, this year in particular, we will be focusing heavily on robotics.

This choice also comes from the requests and feedback of our families.

And this brings me to another aspect of school life that I particularly care about.

How much can families be involved in school life?

For us, very much indeed.

From Daisy to Holden and through to the Pascal High Schools, families are not simply people to whom we communicate decisions that have already been made.

They are partners in dialogue.

They are often also our best ambassadors, but above all, they are the people who help us understand how young people are changing and what new needs are emerging.

That is why, in addition to the usual meetings with teachers, we also organize more informal gatherings called Afternoon Tea.

We sit together, have some tea and biscuits, and talk.

About trips, activities, sports and projects. About what works and also about what we can improve.

It is a simple moment, but one that is very important to me.

For a few hours, there is no longer the school on one side and the parents on the other.

We have some tea, eat a few biscuits, dream about our school and then try to make that dream a reality.

So, what should you look for during an Open Day?

Not just the facilities.

Ask how independence is developed in primary school and how a study method is taught in middle school.

Ask who notices when your child is going through a difficult time.

Ask what the school actually does to build a class where students feel comfortable and happy together.

Ask what “Cambridge” really means and which subjects are taught in English.

Ask how children and teenagers with different language levels are supported.

Ask what international experiences are actually offered to students.

Go into the laboratories and ask what students really do there.

If you are choosing a high school, ask what concrete international opportunities your child will have and find out about the American Dual Diploma as well.

Talk to the teachers.

And, whenever possible, talk to students and parents who already attend the school.

Above all, look at the children and teenagers you meet in the corridors.

Because a school can present itself very well through an educational project, a website or a brochure.

But often you can understand a school much better by looking at the people who experience it every day.

So, when you attend an Open Day, don’t come simply to listen to what a school says about itself.

Come and see for yourself.

We look forward to welcoming you at Pascal Institute, 2 Via San Filippo, Chieri:

12 October 2026 – 5:00 p.m.

Holden International Middle School and Pascal High Schools

14 October 2026 – 5:00 p.m.

Daisy International Primary School

L'articolo How to tell if a school is truly the right one: what to look for during an Open Day proviene da Istituto Pascal Chieri.

Projects, workshops, languages, activities, innovation, trips, certifications. Sometimes it almost feels like a competition to see who can offer the most, and let’s be honest sometimes schools even promise extraordinary things.

But what, ultimately, is an Open Day?

The original concept is far simpler than what it has become today: simply opening the school’s doors. It is about allowing families to come inside, see the facilities, meet the teachers and students, talk to them, and try to understand what really happens within the school on a daily basis.

It is a moment that may be less spectacular, but far more authentic.

This is precisely the kind of Open Day we aim to return to at the Istituto Pascal (located at Via San Filippo 2 in Chieri).

When parents have to choose a school for their child, I believe they should try to look beyond the fireworks. A slick presentation can be impressive, a video can be moving, and a social media page can be expertly crafted. But ultimately, a student will have to walk through those doors every morning and spend a significant part of their life there.

So, what should parents really be looking for?

I believe they should ask questions. Lots of them.

They should ask what a typical day is actually like. Who the teachers are and how long they have been at the school. How students are supported when they face difficulties. What happens when a project doesn’t work out. How problems are addressed. Which of the showcased activities actually take place during the school year.

And then, they should talk to the people who are already part of the school community.

Talk to other parents, if possible. Talk to the students. Look not only at the image a school projects of itself but also at its history and what it has built over the years.

We live in a world where image carries enormous weight. Social media, photos, videos, blogs, and influencers can be incredibly useful tools and we use them ourselves but image cannot replace reality. You cannot choose a school based solely on a social media post.

Today, there is a wide variety of educational options available, ranging from predominantly online programs to very small organizations. This doesn’t mean they should be judged prematurely, but it does mean that families need to carefully verify who is behind the offer: where the activities actually take place, what accreditations they hold, what the facilities are like, how regulations are met, and what guarantees are provided to students.

Safety, organizational structure, and institutional stability are all part of the educational offering, too.

And then there is the school’s history.

I believe a school’s track record holds value that we sometimes overlook. A school that has been established in the community for years can be vetted: there are generations of former students, families who know the school, a history of results, mistakes, changes, and a trajectory that can be observed.

Promises, on the other hand, must always be weighed against reality.

This applies to international education as well. It is not enough to promise that a child will become bilingual in a few months. You need to ask how languages ​​are taught, by whom, using what curriculum, and within what educational framework.

Perhaps, then, the Open Day should go back to being exactly that: a meeting between people.

For our upcoming Open Days, we don’t want parents to simply come and listen to a presentation designed to win them over.

We want the opposite.

Ask us questions. Put us to the test. Grill us.

Ask us to tell you not just what we plan to do, but what we are already doing. Talk to our teachers, our students, and the parents who have already chosen our schools. Look at the facilities. Ask us about our teaching methods, languages, challenges, safety, organization, and how we support a student when things don’t go as planned.

Because, ultimately, choosing a school isn’t about a specific lab, a social media post, or a slick presentation.

It is about your child. When a family entrusts a child to a school, they are entrusting it with something of immense importance. That is why, before making a choice, they need to truly get to know the school and feel they can trust the people who will look after their child’s growth every day.

We are ready to open our doors.

The first Open House event for the Holden International Middle School and the Pascal High Schools will be held on Monday, October 12, 2026, at 5:00 PM.

For the Daisy Primary School, the first event will take place on Wednesday, October 14, 2026, at 5:00 PM.

We look forward to welcoming you to the Pascal Institute at Via San Filippo 2, Chieri.

And, above all, we look forward to hearing all your questions.

L'articolo Open Day: we’re truly opening our doors. proviene da Istituto Pascal Chieri.

What is Cambridge Lower Secondary?

Cambridge Lower Secondary is an international program that offers a comprehensive and innovative education for students aged 11 to 14. It focuses not only on English language proficiency, but also on the acquisition of transversal skills in subjects such as, in our case, Art and Global Perspectives. It is designed to develop critical thinking, a deep understanding of content, and an international approach to learning.

What’s the difference between Cambridge Lower Secondary and the MOVERS, FLYERS, or KET for Schools exams?

The MOVERS, FLYERS, and KET exams are language certification tests that primarily assess students’ English proficiency. Cambridge Lower Secondary, on the other hand, is an integrated curriculum that uses English not only as a language of study but also as a means of deepening core subjects. This approach allows students to think and learn in English, going beyond simple language exam preparation.

How does Cambridge Lower Secondary operate at Holden Middle School?

At Holden Middle School, the Cambridge program is structured around subjects such as Art, Global Perspectives, and English, taught entirely in English. These lessons are taught by qualified teachers and follow the Cambridge curriculum, ensuring immersive and stimulating learning. Students complete practical activities, projects, and assessments in English, strengthening their linguistic and academic skills.

What’s the difference between CLIL and Cambridge Lower Secondary?

CLIL (Content and Language Integrated Learning) focuses on the occasional teaching of certain subjects in a foreign language, often with a limited approach. Cambridge Lower Secondary, on the other hand, is a truly international curriculum: all Cambridge subjects follow global standards and are designed to provide continuity with subsequent stages, such as the Cambridge IGCSE and Cambridge Advanced exams.

Will subjects taught entirely in foreign languages ​​receive a double grade?

No, Cambridge subjects will be graded together and reported in English, following the international curriculum criteria. However, the skills acquired will be integrated into the overall assessment, ensuring a comprehensive view of the student’s abilities.

Is Cambridge Lower Secondary compulsory?

Yes, the Cambridge Lower Secondary program is an integral part of the curriculum at our school. We decided to make it compulsory because we firmly believe that this international opportunity can provide our students with a solid and competitive preparation for the future. It is an investment in their linguistic, academic, and global skills, which will prepare them to face any challenge with confidence!

Is there a Cambridge exam at the end of the eighth grade?

Yes, at the end of the Cambridge Lower Secondary program, students can take the Cambridge Checkpoint exams, which offer a detailed analysis of their acquired skills and provide an excellent foundation for subsequent international studies.

Do students have to be native speakers or bilingual to apply?

Absolutely not! The program is designed to accommodate students with varying levels of English. Thanks to targeted teaching support, even those with limited English proficiency can gradually integrate and develop the necessary skills. Our goal is to help each student reach their full potential.

What is the English level of students in eighth grade?

Students who complete the Cambridge curriculum in eighth grade on average achieve a B1 level of the Common European Framework of Reference for Languages ​​(CEFR), preparing them for more advanced international courses.

How are teachers selected?

Cambridge curriculum teachers are highly qualified, with specific certifications issued by Cambridge Assessment International Education. Furthermore, they regularly participate in training programs to ensure innovative and cutting-edge teaching, distinct from the traditional classroom approach.

What can students who have completed Cambridge Lower Secondary do after completing eighth grade?

Students who choose our Cambridge program can continue to high school with an international curriculum. Our school offers the opportunity to obtain a dual American diploma, a qualification valid in both Italy and the United States, further expanding future opportunities.

Are there other schools in the area that offer the Cambridge curriculum?

There are few schools in the area that offer the Cambridge curriculum, but Holden stands out for its integration of the program with our innovative educational method and the option to pursue a dual degree. This makes our program unique and highly competitive.

If you are looking for an educational option that combines the excellence of the Cambridge curriculum with an innovative and personalized approach, Holden International Secondary School is an ideal choice for your children’s future.

Please feel free to contact our office at

011 94 25 382 or by email at segreteria@istitutopascalchieri.it

For more details, we also invite you to visit our website at www.istitutopascalchieri.it (http://www.istitutopascalchieri.it).

We are thrilled to accompany you on this educational journey and welcome your children into our community!

L'articolo Cambridge Program for Middle Schools: Answers to Parents’ Questions proviene da Istituto Pascal Chieri.

What is the applicable law?

The key provision is Article 3 of Legislative Decree No. 73/2017, converted by Law
No. 119/2017, which regulates the vaccination requirements required for enrollment in educational services
and schools.
The law clearly distinguishes between:

• educational services and preschool (0-6 years);
• primary school;
• Middle school;
• Higher secondary school.

This difference has very important consequences.

Preschool (nursery and kindergarten): no vaccinations allowed

For children enrolled in early childhood education services and preschool, the legislator has
provided for the most severe consequence.

If the parent does not demonstrate:

• vaccination;
• or an exemption, omission, or deferral for health reasons;
• or a formal vaccination request to the Local Health Authority (ASL),

the child cannot be admitted to preschool.

This consequence is expressly provided for in Article 3 of Legislative Decree No. 73/2017.

Practical example

Marco is four years old and his parents decide not to have him vaccinated.

The preschool verifies, through the documentation required by law or by exchanging data with the Local Health Authority (ASL), that the child is not up to date.
In this case, Marco will not be able to attend preschool, whether state or private.

Primary school (elementary school): the child can be enrolled and attend

The situation changes completely with the start of compulsory schooling.
For primary school, failure to comply with mandatory vaccinations does not result in a ban on enrollment or attendance.
The school principal is still required to report the situation to the Local Health Authority, which will initiate the legally required procedure.
Parents may be summoned by the Local Health Authority to regularize their vaccination status. If they persist in their non-compliance without a valid justification, they may be subject to an administrative fine of €100 to €500, as provided for by Article 1 of Legislative Decree No. 73/2017.

Practical example

Giulia is due to start first grade but has not received the mandatory vaccinations.
The school cannot refuse enrollment or prevent her from attending.
The situation will, however, be communicated to the Local Health Authority (ASL), which will encourage parents to comply with their vaccination obligations and may apply the administrative penalty provided by law.

Middle school (lower secondary school): the same rule applies

The same provisions established for primary school also apply to lower secondary school.

Therefore:

• the student may be enrolled;
• he may attend classes regularly;
• the school cannot exclude him from attendance.

However, the obligation to notify the Local Health Authority (ASL) and any disciplinary proceedings against the parents remain in place.

Practical example

Luca is in the sixth grade of middle school, and his parents have decided not to receive the mandatory vaccinations.

In this case, too, the school cannot prevent him from attending, but the Local Health Authority (ASL) may initiate the legally required procedure and apply the relevant administrative penalty.

Why does the law distinguish between preschool and compulsory school?

The legislator’s choice stems from a balance between two constitutional interests:

• on the one hand, the protection of public health (Article 32 of the Constitution);
• on the other, the right to education, which becomes mandatory starting in primary school.

For this reason, only for educational services and preschool does the lack of
mandatory vaccinations prevent attendance.

In compulsory schooling, however, the child’s right to education prevails: the student continues to
attend, while the consequences of non-compliance fall on the parents through the
administrative procedure established by law.

Conclusions

In summary:

Preschool (nursery and kindergarten): without mandatory vaccinations, the child
cannot attend school.
Primary school: the child can be enrolled and attend, but parents can
be summoned by the Local Health Authority and sanctioned.
Middle school: the same rules apply as for primary school.

The relevant legislation consists mainly of Articles 1, 3, and 3-bis of Legislative Decree No. 73/2017, converted into Law No. 119/2017, which is still in force.

L'articolo Mandatory vaccinations and school: what happens if I don’t vaccinate my child? proviene da Istituto Pascal Chieri.

Far from traditional classroom teaching, the Backpack-Free School offers active, collaborative, and experiential learning, where children learn by doing, experimenting, and working together. This approach develops independence, critical thinking, and interpersonal skills, guiding students on a journey of growth that goes far beyond academic knowledge alone.

For many families in the province of Turin, at the end of the fifth grade, an important question arises: how can this educational journey continue into secondary school?

For students who attended a Backpack-Free School, the Holden Middle School in Chieri represents a natural continuation of their journey, thanks to an educational program that shares the same educational values ​​and a modern vision of learning.

The Finnish Method at the Heart of the Holden Project

Holden Middle School has chosen to draw inspiration from the principles of the Finnish educational model, internationally recognized for its ability to combine quality learning, student well-being, and personal skills development.

A distinctive element of the project is the significant focus on teacher training. Through Erasmus+ projects, Holden teachers have the opportunity to visit schools, participate in refresher courses, and engage directly with the best educational institutions in Northern Europe. This allows them to bring innovative teaching practices, successfully tested in the most advanced school systems, to Chieri and translate them into concrete experiences for students.

It’s not simply a matter of adopting new methodologies, but of building an educational culture that truly places the student, their talents, and their learning pace, at the center.

The Best Practices That Make Holden Unique

Inspiration from the models observed in Finnish schools translates daily into activities
that make Holden an innovative and dynamic educational institution.
Outdoor lessons, educational and experiential field trips, workshops, interdisciplinary projects, and
learning through experience become an integral part of school life,
allowing students to develop concrete skills and a greater awareness
of the world around them.

Great attention is also paid to study organization. For this reason, much of the homework is done at school, with the support of teachers, encouraging independence, method, and better quality family time.

Among the most popular initiatives are the Parents in the Classroom and Parents in the Cattedra projects, which actively involve families in school life. Professions, passions, skills, and personal experiences become opportunities for authentic learning and a connection between the school and the community.

These are complemented by shared lessons, cooperative activities, interdisciplinary programs, and opportunities for discussion that value the contribution of each student, in full harmony with the principles of responsibility, hospitality, and sharing that also characterize the Backpack-Free model.

A reference point for families in the province of Turin

Thanks to this educational vision, the Holden Middle School in Chieri has become a reference point for many families in the province of Turin seeking a school capable of supporting their children in their personal growth as well as their learning.

For students from backpack-free schools, Holden represents a coherent and natural educational continuity. At the same time, it is an increasingly popular choice for families who have undertaken homeschooling programs and desire a school environment based on active participation, autonomy, and experiential learning.

Holden demonstrates every day that it is possible to teach differently: a school that goes beyond simply imparting content, but also develops aware, responsible citizens ready to face the future with curiosity, competence, and confidence in their own abilities.

L'articolo From the Backpack-Free School to the Holden Middle School in Chieri: a natural educational continuity proviene da Istituto Pascal Chieri.

Today, that role hasn’t changed, but it has evolved to meet the needs of modern families.
More and more parents are willing to travel a few extra kilometers to choose a school that offers a quality education. This is the case of the Holden Middle School in Chieri, which over the years has become a point of reference not only for the Chieri area, but also for numerous families from Turin and surrounding municipalities.

An international educational offering that attracts students from Turin and its province

Holden has built its identity on an innovative educational model, inspired by the Finnish experience and focused on skills development. This is complemented by the Cambridge curriculum for English and the study of Chinese as a third language thanks to its collaboration with the Confucius Institute.

This international outlook pushes many families to consider a school regardless of its distance from home. Indeed, the choice of school increasingly depends on the quality of the curriculum, rather than simply on geographic proximity.

School Shuttle Service: A Practical Solution for Families

When a school welcomes students from different areas, logistics become crucial. For many parents, the real challenge isn’t finding the best educational path, but balancing school and work schedules.
For this reason, Holden has developed an efficient school shuttle service over the years, designed to simplify students’ daily travel and provide families with greater organizational peace of mind.

The ability to rely on dedicated transportation is now an added value increasingly sought after by those seeking a school capable of offering not only quality education but also concrete services to support family life.

Turin-Chieri Bus: Convenient and Organized Connections

One of the most popular services is the Turin-Chieri bus connection, which allows students to reach school safely and in an organized manner.
The school day begins with departure from designated stops and continues with educational activities until the afternoon, including supervised study and homework support. At the end of the day, students can return home using the same service, without requiring additional travel from their parents.

Thanks to the Turin-Chieri bus, families can manage their daily commitments more easily, while students enjoy a comprehensive and well-organized school experience.

Shuttle School Turin: a Service Adapted to Students’ Needs

One of the service’s distinctive features is its flexibility. Each year, the route is updated based on the students’ residences, thus meeting the real needs of families and optimizing travel.

This attention to organization makes Holden a true shuttle school in Turin, able to accommodate students from various areas of the city and the province without creating logistical difficulties.

The presence of a dedicated shuttle also expands the options available to families who wish to access a quality education without having to face long daily car journeys.

School Buses in Turin: Why School Transportation Is Increasingly Important

Today, a school bus in Turin represents a concrete solution to the needs of many families. The ability to rely on an organized transportation service contributes to improving the quality of daily life and makes high-quality educational programs more accessible.

The journey to school also continues to maintain an educational and relational dimension. During the journey, students chat, review lessons, share interests, and build friendships that often last for years.
Ultimately, even in the age of smartphones and chat rooms, travel remains one of the first moments of the school day. And perhaps this is precisely why, even today, the journey to school represents much more than a simple commute: it is the beginning of an experience of growth, learning, and sharing.

L'articolo Turin-Chieri school bus: when travel becomes part of the educational experience proviene da Istituto Pascal Chieri.

I believe there are no definitive answers; or rather, the answers are entirely subjective and depend on age, upbringing, and the way each person chooses to entertain themselves during their free time. Personally, I try to stay away from electronic devices. Perhaps, having abused them during the work months, I prefer to return to the old, healthy habits of isolating myself from any form of distraction other than the chirping of birds or the sound of a summer storm. Books are part of my cultural baggage: going on vacation without a book is a bit like climbing a mountain barefoot. During vacation, a book is a faithful companion; it’s a window into an imaginary world, a non-place where characters, over the course of the story, become friends, antagonists, lovers, children, or grandchildren.

A book opens a door to a parallel world: when I’m homesick for Paris, I pick up “Bel-Ami” and stroll the streets with Georges Duroy, imagining I’m Madeleine Forestier, the most cultured woman of the Third Empire. And if I feel like adventure, I pick up old Jules Verne and descend 20,000 leagues under the sea, drawn and frightened by sea monsters, fantastical seabeds, coral gardens, and sunken shipwrecks.

Finally, if I want to explore the Orient through the eyes of a special journalist, I turn to Tiziano Terzani. I identify with him and lose myself in the enchanting and merciless world of Cambodia, Vietnam, Laos, and India. I follow his reasoning, try to understand the nature of those places, and strive to experience the civilizations of places I’ve visited briefly, places of which I retain a nostalgic, bittersweet memory.

I close with the usual question: could a smartphone replace these emotions?

L'articolo The Magic of Books: Rediscovering the Pleasures of Writing proviene da Istituto Pascal Chieri.

Bloggers, coaches, spiritual trainers, teachers, psychologists, and influencer moms are the main figures dispensing advice on social media and in specialized magazines. Fundamentally, there are two schools of thought: the first, which I’ll call the concessionists, is represented by those who allow their children freedom of expression, from choosing the color of their socks to summer vacations; the second, which I’ll call the prohibitionists, includes those who oppose any kind of decision proposed by their children. In this jumble, it becomes truly difficult to find a balance, but as always, the solution, which is not absolute but partial and personal, lies in common sense.

Trying to analyze the issue while distancing oneself from extremism, I think the only advice we can give today’s parents for raising their children peacefully revolves around the quality of time they dedicate to them and, consequently, how to fill their children’s free time.

Allowing children to experience the outdoors, to embark on adolescent adventures, and to unleash their imaginations could be a first piece of advice. Naturally, I would suggest avoiding allowing them to use cell phones, although I understand the anxiety of parents who fear losing control over their children.

The second piece of advice is to encourage their children to read, trying to transform that book, often considered boring, into a magic key to accessing fantastic worlds, unlikely stories, and timeless heroes.

A last, but not least, piece of advice is to introduce children to any kind of sport, not necessarily to win, but to work as a team, boost their self-esteem, face their fears, and learn the values ​​of loyalty and respect that only sport can teach.

I have no other advice to give parents, but I firmly believe that even a little boredom can help children and adolescents approach their growth journey calmly and serenely, finding opportunities for personal reflection in moments of inactivity.

L'articolo Three Simple Tips for Raising Your Children Peacefully proviene da Istituto Pascal Chieri.

Finland is renowned for its innovative education system, which prioritizes active learning and student well-being. Here, homework is minimal, and during summer vacation, teachers tend to assign almost no homework. The goal is to ensure students have a period of rest and recuperation, promoting creativity and play. This approach reflects the Finnish philosophy, which considers free time essential to children’s well-being and development.

In Italy, the situation is more variable. There is no ministerial requirement for summer homework for all students; the decision is up to individual schools and teachers. Many teachers assign revision work for core subjects like Italian and math, but some schools also overload students with homework and exercises that take up significant amounts of summer vacation time.
In the United Kingdom, schools may assign homework during the summer holidays, but again, there is no fixed rule. Some teachers offer revision activities, readings, or creative projects, while others leave students completely free to do so. Summer holidays last about six weeks, and the choice of assignment depends greatly on the school and the individual teachers’ educational philosophy.

In France, summer holidays are long, but teachers often assign homework to students, especially in secondary schools, where students can receive exercises to keep their preparation fresh. This approach is seen as a way to ensure students don’t lose their momentum during the summer.

In Germany, the situation can vary greatly depending on the type of school. In primary schools, summer homework is generally limited. However, in secondary schools, students may receive more substantial assignments. Many teachers also encourage reading books during the holidays, emphasizing the importance of reading as a summer activity.

In short, holiday homework practices across Europe show a wide spectrum of approaches. While countries like Finland tend to emphasize summer freedom, others, like France, Italy, and the United Kingdom, may impose homework to ensure students stay engaged. This diversity reflects the different educational and cultural philosophies present in Europe, highlighting the importance of finding a balance between study and leisure.

In my opinion, homework is now done with a single click thanks to artificial intelligence. It’s not uncommon to see students quickly completing their assignments, losing sight of the value of real learning. For this reason, I’m inclined to provide reading material, novels, and anything that can keep students engaged. A book review that shows they’ve read isn’t enough; you need to invent something new that excites students about reading and keeps them glued to it, like when there were no cell phones and we all read great novels under the beach umbrella. Reading should return to being an engaging and stimulating experience, capable of transporting young people to new and fascinating worlds, far from the superficiality of the click.

L'articolo Summer holidays: homework or no homework? proviene da Istituto Pascal Chieri.

It was clear that Nadia was looking for a place where Luca could learn without fear of asking the teacher for a second explanation, where, in addition to the standard classroom activities, workshops were offered, in-depth language study, and the school day concluded with homework completed directly at school.
Toward the end of the conversation, Nadia confided to me: “I don’t know how much a private school costs in Italy. I’ve only been in Chieri for a short time… I looked on AI. The answer was that the average cost for a private school is €700 a month…” In that moment, I understood the power of artificial intelligence to misinform.

In Mrs. Nadia’s search, the artificial intelligence provided incorrect answers. The search was clearly superficial; it averaged the data it selected without delving deeper. When I mentioned that our school’s tuition, including afternoon activities, was €400 a month, I sensed a certain incredulity in my interlocutor.
We continued the conversation; I explained the afternoon robotics courses, the Cambridge curriculum, and the collaboration with the Confucius Institute for Chinese teaching. At the end of our meeting, Mrs. Nadia, relieved and smiling, agreed to the proposal to have Luca attend a morning class to meet his future classmates and teachers.

After saying goodbye to Mrs. Nadia, I thought back to the artificial intelligence’s answers. I, in turn, asked the question: how much does a private school cost? After a few seconds, a brief discussion appeared on the screen, listing costs that were completely inconsistent with our tuition.
I smiled. If artificial intelligence had been a colleague, I would have pointed out the huge mistake, but since it was simply an unreal and disembodied data collector, I forgave it and moved on!

Leaving aside artificial intelligence and all the rapidly developing data collection technologies, as I suggested to Mrs. Nadia, for transparency’s sake, our school is disclosing the costs on its website. Anyone interested can learn more by clicking this link without bothering artificial intelligence.

For more information on costs, follow the links:

• Daisy Elementary School Info and Costs
• Holden Middle School Information and Costs
• Pascal High School Information and Costs

L'articolo How much does a private school cost? proviene da Istituto Pascal Chieri.

The first step is certainly the origin of the term: “Republic” derives from the Latin “res publica“, meaning “public thing“. This term refers to a political system in which power is held by elected representatives and the people themselves, as opposed to a monarchy or autocracy.

I’ll stop here; quoting Cicero, Plato, or Livy would seem like pointless cultural self-celebration. Today, by searching the internet, you can quickly find all the Latin and Greek writings that have addressed the concept of a Republic. It’s therefore important to explain, without the aid of Google, what a Republic means and how we can convey its value to our students. Starting from the meaning of Republic, or “public thing,” we can begin our reflections.

We are the Republic: it is the citizens with their actions, it is all those who make up a nation. For this reason, precisely because we are part of this nation, we must love public things, respect them, and help them grow.
An attentive student might ask me: “How can we kids feel part of the Republic? What should we do?” Indeed, for a young person, the concept of the Republic may seem abstract, a topic reserved for the adults who govern it. However, it is crucial to overcome this initial impasse. If I teach students that the right to property, clearly understood by them, coincides with the perimeter of their parents’ garden or the walls of their apartment, I can explain that in the concept of the Republic, this right is expanded and that the respect each of them has for private property must be translated into the public good, found in the gardens and streets of their city. This could be a good starting point.

A second insight I could share with my students to understand the concept of the Republic could concern the idea of ​​participation, the duty each of us has towards public affairs as citizens, indeed as good citizens. We are called to participate in the elections of political representatives, to monitor the city, to collaborate with law enforcement, and to be examples of integrity and morality, precisely because we are part of a large, shared body. The Republic is the sum of millions of adults, students, seniors, and foreigners, and the concept of the Republic, born in Greco-Roman culture, urges us to be an active and constructive part of it. The Republic is us and all those who have given their lives to fight injustice and authoritarianism, giving us the country in which we live peacefully every day.

Nicoletta Coppo

L'articolo Republic: a concept for the new generations proviene da Istituto Pascal Chieri.

When asked by the journalist how to keep children away from cell phones, Tonucci explained: “…So I proposed a trade: they’d give up their phones if their parents allowed them to go out and play wherever and with whomever they wanted, and if teachers stopped assigning homework in the afternoons, on weekends, and during holidays. This is, rightly, already illegal in many countries.”
The issue of homework bounces around like a ping-pong ball. Everyone knows that the homework load is enormous, and that almost all parents who can afford it hire a (paid) tutor to help their children with their homework in the afternoons. Teachers know that children aren’t independent and are supervised either by their parents or by a private tutor. Furthermore, it’s clear that as they grow, children complete their homework in a matter of minutes, cleverly using artificial intelligence.
Tonucci insists: “Homework is absurd. The UN Convention on the Rights of the Child, which Italy has also signed, recognizes children’s right to rest, leisure, and play. No one takes this into account.”
So, why do teachers continue to demand pages and pages of homework from their students?
Perhaps because school time is limited?
Tonucci continues: “If homework is needed because a child didn’t understand the lesson, it means something went wrong in the classroom. And if that’s the case, the teacher must fix it in the classroom. Once home, children need to have other, free experiences, otherwise the damage will be evident in adolescence.”

My reflection develops in continuity with the training we attended last winter in Helsinki. It’s well known that in Northern European schools, homework is not assigned to students. In Finland, I found confirmation that it’s the teachers who do it! This paradox implies that teachers dedicate their time to their own training. A teacher’s professional growth directly impacts the classroom: a teacher who is constantly updated, in tune with the pace of changing generations, is able to adopt a constantly fresh and dynamic approach, suited to their students. School time is sufficient to complete all the activities envisaged by the national curriculum, ensuring that no one is left behind.

I’d like to share a thought with the parents reading this article: it would be appropriate to have specific university programs for teaching. If I decide to become a law teacher, I should pursue a training program that prepares me exclusively for teaching law, without the intention of becoming a lawyer in my spare time. Another consideration concerns targeted training for all teachers, which shouldn’t be limited to simply collecting points to advance in the rankings.

All of us, as professionals, dream of an ideal school, a place where children can be happy and where teachers can do their best, educating future generations with passion and dedication. The real challenge is to turn this dream into reality, creating an educational environment that values ​​both students and educators.

L'articolo Some thoughts on homework proviene da Istituto Pascal Chieri.