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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
  • 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.
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  • A strong community is built on inclusion, participation, communication, kindness and mutual respect.
    A strong community is built on inclusion, participation, communication, kindness and mutual respect.
    Luanda International School celebrated Angolan Independence Day on 10 November 2017. The celebration assembly was a real endorsement of our school mission and commitment to play a greater role here in Angola. This was further acknowledged and amplified by our special guest, Mr. Toty, who spoke of “building bridges” between the school and its community. Mr. Toty was deeply impressed by the school and its commitment to many things including student leadership – it is central to our identity and a real gift to treasure, nurture and respect.
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  • Student voice is integral to our school culture.
    Student voice is integral to our school culture.
    The Jogathon is a charity event tradition at LIS. It is due to the support from everyone involved that we were able to donate shoes to FOLSCO and raise a staggering 763,700 KWZ! Casa das Crianças is planning on using the funds raised to improve and enlarge the orphanage pantry in order to improve the storage conditions for food at the orphanage. Well done, LIS!
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  • Respect for ourselves and others, our environment, and our cultural contexts guides our thoughts, actions and relationships.
    Respect for ourselves and others, our environment, and our cultural contexts guides our thoughts, actions and relationships.
    George’s journey from Angola to the Republic of Congo did not have a happy beginning.  George, a chimpanzee, was stolen from his forest home and family for the illegal pet trade.  Thankfully, he was found by Dr. Cristina of Casa dos Animais. He became part of the LIS community and was cared for by Ms. Dalene in the LIS Accounting Department.  Funds raised by LIS students in Year 6 paid for George’s travel cage, flight and customs cost to transport him to the Tchimpounga Chimpanzee Rehabilitation Center in the Republic of Congo.  Today, George is being looked after in a safe place by a professional caretaker, with whom he shares a close bond. In the future, George will be integrated with other chimpanzees of similar ages.  Over time, he will gain friends and become an important part of the group. This is a happy ending for George and his friends at LIS.
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  • 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.
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