logo

This post is also available in: Português

Publications

Primary - Student Parent Handbook 2019 - 20

Secondary - Student Parent Handbook 2019 - 20

Class of 2021 Diploma Programme Student and Parent Handbook

Back to School 2019-2020

  • 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.
    On Friday, 21 April 2017, LIS participated in World Earth Day. What an amazing day it was! We focused our collective efforts on this central idea: Together we can empower everyone with the knowledge to inspire action in defense of the environment. The day was about seeing ourselves as agents of change and defenders of the planet earth. As ‘defenders of the planet’, LIS students and staff actively explored ways to take action to bring about sustainable change. Throughout the day, students participated in assemblies and a series of student/teacher led workshops, which were designed to engage thinking and raise awareness of the core issues affecting our planet.
  • < PreviousNext >
  • 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.
    Thank you to all families who came along to support this year's International Day celebrations held on Saturday, 07 October 2017. The fun, festivities and tasty food ensured that everyone had a great family day out. People were happy, festive and proud to share a sense of their culture and identity. Our mission statement highlights that we are a diverse group of learners. We are extremely grateful to the LIS community who supported an international booth or volunteered their time. A special thank you to our PTA members who helped to plan and coordinate such a successful school community event.
  • < 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 >
  • Integrity, empathy, and trust are fundamental.
    Integrity, empathy, and trust are fundamental.
    LIS celebrates Peace Day every September. The morning begins with an assembly and continues with a variety of Peace Day centered workshops throughout the day. The day ends with a Peace parade. The children “walk for peace” around the campus on a predetermined route and then finish in the school cafeteria area for a final assembly. Parents come to cheer the children on.
  • < PreviousNext >
  • 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 >