logo

This post is also available in: Português

LIS Enrollment Process

Our enrollment process is an important part of building our community. This process ensures that Luanda International School (LIS) will meet each student’s needs and that each student will be successful and happy at our school. We look forward to welcoming your family to our community.

Why complete the application process?

We strongly encourage every family to complete the application process as soon as placement in Angola is a possibility. Enrollment at LIS is not guaranteed. All families, including certificate holders, are responsible for completing the online application for enrollment and submitting all required documentation for each applicant seeking admission.

Our enrollment process is designed to ensure that every student will thrive at LIS.  In Luanda, there are few English-medium schools and limited resources for students with special needs. In order to fully evaluate each application, we expect that all families will provide full and accurate information on any learning, medical or other needs (including assessments and reports) of the applicant.

Please be aware that LIS:

  • Cannot support students with moderate to high special needs;
  • Requires students in Year 6 or higher to pass an English language assessment prior to admission;
  • Reserves the right to place applicants (including certificate holders) on a waitlist, in order to maintain age and curriculum-based class sizes; and
  • Considers academic performance when evaluating each applicant.

What happens next?

Successful applicants will receive an enrollment confirmation letter. The enrollment confirmation letter is a guarantee that there is a place for the student at our school. It is crucial that you receive the enrollment confirmation letter before accepting an assignment in Luanda.

APPLY NOW – LIS Admissions Requirements
Contact the Admissions Department: enrollment@lisluanda.com

  • 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 >