logo

This post is also available in: Português

LIS Well-being Philosophy Statement

At LIS, we believe that learning is a social and emotional process and that the development of cognitive, affective and social skills are essential to the holistic development of a person.  All members of LIS contribute to the well-being of the community and we believe that this is fundamental to the identity of our school. Learning happens best in an environment that is safe and based on trust, mutual respect and support.  As such, teaching and practicing well-being permeates our whole school curriculum and is not a stand-alone programme.

Because of this, we

  • Value and facilitate learning opportunities that are relevant, inclusive and authentic
  • Provide space for student leadership and agency
  • Empower students to have the knowledge, awareness and courage to make reasoned decisions
  • Guide students to self-regulate and recognize the connections between behaviour and consequence
  • Understand mistakes are opportunities to grow and learn
  • Encourage students to be their best selves through an understanding of identity and role in society
  • Motivate students to create positive change in the world
  • Learning cognitive, creative, physical, social and emotional skills are fundamental for a balanced learning experience.
    Learning cognitive, creative, physical, social and emotional skills are fundamental for a balanced learning experience.
    Every week ELC teachers take it in turns to plan for outdoor provocations with different purposes in mind, in order to elicit thinking and the development of particular skills. Ms. Che’te placed floats with varied shapes and colours for the children to play with and interestingly the children organised them into trampolines. Children experimented with different motions such as hopping, jumping and skipping from one float to the other. While some students made connections between how the floats felt (i.e. ‘it’s wobbly’; EAL learners were seen squatting and uttering ‘rabbit’ to express their experience and understanding) other students made links to the colours and shapes of the floats (i.e. ‘they look like rainbows’ or ‘they are triangles’). All in all, this provocation promoted the development of students’ self-management skills such as gross-motor and spatial awareness – invaluable skills for the growth and development of our students in early childhood.
  • < PreviousNext >
  • A diverse community of learners committed to fostering compassionate, confident and socially responsible individuals who thrive in the world.
    A diverse community of learners committed to fostering compassionate, confident and socially responsible individuals who thrive in the world.
    Join Dahlia, Victor and Bluu as they grow in mindfulness in Golden Sparkles.  Written by the ELC’s Ms. Catarina and based on the journey of her own students, the book encourages readers to “Listen to your body. It isn’t hard to do. All it takes is a minute, even if you’re feeling blue”.   In an effort to help her students address social and emotional needs, Ms. Catarina leveraged the tools the IB curriculum offered, such as the IB Learner Profile, and insights from her work with expert teacher and practitioner of mindfulness, Bora Rancic.  Ms. Catarina built mindfulness into the curriculum, allowing time for students to embody mindfulness with independence and consideration for others, learning from and alongside each other. Soon children were volunteering to lead the morning mindful minute session and imagining their own breathing exercises.  By the end of the academic year, grateful parents were preparing to take mindfulness with them as a family when the students progressed to the next year level. This journey inspired Ms. Catarina to write Golden Sparkles, a book that explains to children how they can become more aware of their feelings at the moment in which they breathe, with focused attention and intent.   Congratulations to Ms. Catarina, ELC teacher, children’s book author, and mindfulness practitioner.  You and your students are truly thriving in the world.
  • < PreviousNext >
  • A diverse community of learners, committed to fostering compassionate, confident and socially responsible individuals who thrive in the world.
    A diverse community of learners, committed to fostering compassionate, confident and socially responsible individuals who thrive in the world.
    Take three ambitious year 12 LIS students, a great medical cause and the highest mountain on the African continent and you have a recipe for a truly inspiring life experience. Our ‘Trek for Meds’ team including Molly, Nabeeha and Denise successfully planned and completed an expedition to climb Mount Kilimanjaro, the tallest mountain in Africa! Their collective goal was to raise money to buy malaria preventative medicine and tests to distribute to families in rural areas of Angola. Malaria is a recurring cause of child mortality in Angola. The Trek for Meds team received tremendous encouragement and recognition from their immediate and global communities. The overwhelming support helped the team to conquer the mountain and smash their original fundraising goal of USD3,000. This is service leadership in its purest form. In the spirit of our mission statement, I am confident this amazing story will inspire many other students to find a unique way to ‘thrive in the world’.
  • < PreviousNext >
  • Learning thrives when positive, respectful relationships exist in an inclusive environment.
    Learning thrives when positive, respectful relationships exist in an inclusive environment.
    The LIS Primary Section runs a Reading Volunteer Programme to assist the development of Reading in our Year 1, 2, 3 and Portuguese A classes. Our Reading Volunteers help in classes during the day by listening to the children read and enable the students to gain further practice of this important skill. Feedback from students, parents and our teachers has been very positive, as parents enjoy the interaction with the children, and the children love to share their reading skills with our volunteers. Thank you Reading Volunteers!
  • < PreviousNext >
  • LIS maintains an inclusive strategic plan with a systematic process of reflection and feedback.
    LIS maintains an inclusive strategic plan with a systematic process of reflection and feedback.
    On 10 and 11 March 2017, a group of 28 participants comprised of LIS students, parents, staff and Board Directors attended a strategic retreat at the school. We discussed the data, shared points of view, challenged perspectives and summarised our thinking about the school's mission, vision, values and parameters for the school. Prior to the discussions a strong meeting protocol and process was established to ensure equal participation. No one voice was greater or lesser than the other. Given the diversity of the group, getting alignment and consensus around big topics like mission and values was no easy task. In fact, a large proportion of the time was spent reviewing, rejecting, re-writing and finally accepting the value statements. Many people felt strong about particular statements and spoke respectfully and with great passion to defend ideas. However, Dr. Andy Page-Smith was able to facilitate the exercise and decision making process with great skill, expertise and respect.
  • < PreviousNext >